Contents 1 Questions, questioning , questioners 1.1 HOT SOLO Rubrics 1.2 Contexts for Questioning 1.3 Dispositions for questioners 1.4 Frameworks for Questions

Questions, questioning , questioners

Toc
Once you have learned how to ask relevant and appropriate questions, you have learned how to learn and no one can keep you from learning whatever you want or need to know - Neil Postman and Charles Weingartner in Teaching as a Subversive Activity

---

Helping students become better questioners requires

1. Frameworks for Questions
2. Contexts for Questioning
3. Dispositions for Questioners

The following overview is useful for schools and teachers planning how to develop a curriculum for better questioners.
.
Before teachers decide to use valuable curriculum time to develop questioning skills in their students it is important that they think about the how and why of their decision to value student questioning.

Contexts for questioning, invites educators to consider why they value student questioning, when in society and schools the questioner is seldom valued, and oftentimes marginalised as a trouble maker and maverick.

Next dispositions for questioners, acknowledges that no amount of explicit teaching of questioning frameworks in schools will make a jot of difference if questioning per se is not valued in the institution. It is time to model, model, and model questioning behaviours. Teachers are encouraged to select, introduce and sustain a learning disposition framework that will value questioning behaviours across their school community.

Finally in frameworks for questions, teachers are able to explore how student questions change with different question frameworks. Designing a questioning curriculum requires teachers to select a developmental sequence of frameworks that will build student expertise in questioning.

Downloadable Presentation pdf.

HOT SOLO Rubrics

Ask questions Rubric

Extended Abstract	I can ask complex questions that go beyond the subject and make links to other concepts. e.g. Generalise/predict/evaluate/create/imagine
Relational	I can ask questions that link information relevant to the subject e.g. Sequence/classify/compare and contrast/part whole analysis/causal explanation/analogy
Multistructural	I can ask questions that bring in more than one idea relevant to the subject. e.g. Describe
Unistructural	I can ask questions that bring in one idea relevant to the subject. Closed questions – Who, what why, where when
Prestructural	I need help to ask a question

Ability to question Rubric

Extended Abstract	I can ask suitable questions that will give me different pieces of information and that will help me link my ideas AND will help me hypothesise, predict and evaluate in different contexts I can gain information from a variety of sources (primary & secondary)
Relational	I can ask suitable questions that will give me different pieces of information AND that will help me link my ideas I am willing to ask an expert when seeking answers
Multistructural	I can ask suitable questions that will give me different pieces of information I can ask my teacher questions that help me gain information
Unistructural	I can ask a suitable question with help I ask my friends and family
Prestructural	I can not ask a question

Understanding of Thinking Rubric

Extended Abstract	I am starting to question what I am told by my family and friends and I realise that other people have different points of view AND I can evaluate that information to make my own decisions
Relational	I am starting to question what I am told by my family and friends AND I realise that other people have different points of view
Multistructural	I am starting to question what I am told by my family and friends
Unistructural	I believe what I am told
Prestructural	Because my [teacher] said

Asking Questions [in German] Rubric
Insert mp3 file of questions as exemplars

SOLO Taxonomy	Success criteria
Extended abstract	I can make a [“When is you birthday?”] question in German, change this question to match the person I am asking AND add to/or modify this question depending on the response. I can ask a [“When is you birthday?”] question in German to anyone, anywhere. I can listen to their reply, repeat it back to them to check it, explain what information is relevant and transfer these details into the calendar chart. I can look at the charted information and make a generalisation about birthdays. (in English) (in German)
Relational	I can make a [“When is you birthday?”] question in German and change this question to match the person I am asking. I can ask a [“When is you birthday?”] question in German to anyone in my school. I can listen to their reply, repeat it back to check, transfer these details into the calendar chart and explain why the information is relevant.
Multistructural	I can make a [“When is you birthday?”] question in German I can ask a [“When is you birthday?”] question in German to people in my class. I can listen to a reply in German and repeat it back to check.
Unistructural	I can make a [“When is you birthday?”] question in German by following the steps on a template. I can ask a [“When is you birthday?”] question in German to my teacher and my friend. I can listen to a reply in German.
Prestructural	I need help to make a question [in German] I need help to ask a question [in German] I need help to listen to a reply [in German]

Contexts for Questioning

Dispositions for questioners

Frameworks for Questions

v d e HOT Wiki SOLO Taxonomy SOLO Taxonomy Comparison SOLO and Bloom's HOT SOLO Differentiated Curriculum Model HOT SOLO DCM Planning Templates SOLO: Learning to Learn SOLO: What is Learning? SOLO: Learning Process SOLO: Language of Learning SOLO: Learning Experiences SOLO: Learning Interventions SOLO and ICT · SOLO and ICT Progress indicators · SOLO and Thinking Skills SOLO: L2L Prog Evaluation SOLO: The New Zealand Curriculum SOLO and Effective Pedagogy Vision SOLO and Principles SOLO and Values SOLO and Key Competencies Managing Self · Relating to others · Participating and contributing · Thinking · Using language, symbols and text Essence Statements SOLO and Learning Areas SOLO: Te Reo Maori SOLO Te Reo Resources SOLO: Concept Curriculum Concept Curriculum Resources SOLO: Thinking about Thinking A Thinking Curriculum Article Critical, creative and caring thinking SOLO and Questioning SOLO and Metacognition SOLO: Inquiry Learning SOLO Taxonomy and Inquiry Learning HOT SOLO Inquiry Model HOT Product List SOLO and Metacognition Inquiry SOLO Rubric Inquiry Resources Inquire2Learn Article SOLO: Problem Based Learning PBL SOLO Rubric SOLO: Gifted and Talented SOLO Taxonomy and Gifted Designing for Differentiation ICT and Gifted Ed Between the Idea and the Reality G&T Resources

---

Copyright © Hooked on Thinking. Pam Hook and Julie Mills, 2004 to 2011. All rights reserved.

Unless clearly stated otherwise, copyright material contained on this site is the intellectual property of Hooked on Thinking, Pam Hook and Julie Mills.

You may not use this work for commercial purposes. You may not alter, transform, or build upon this work without the written permission of the rights owner.