In Summary
ABOUT THE AUTHOR
Eileen Depka, PhD, has a background in assessment, common assessment design, rubric development, standards-based assessment, question design, classroom questioning practices, positive practices in grading and reporting, and the implementation of standards-based grading and reporting. She is the author of many books including Bringing Homework Into Focus, Using Formative Assessment in the RTI Framework, Designing Rubrics for Mathematics, Designing Assessment for Mathematics, and The Data Guidebook for Teachers and Leaders.
Eileen has supervised and coordinated curriculum, instruction, assessment, special education, educational technology, and continuous improvement efforts. She has taught all subjects at the elementary and middle school levels as well as graduate-level courses. She provides professional development for K–12 and undergraduate educators and, as a consultant, has worked across the country, focusing on creating engaging workshops tailored to meet a school’s and district’s individual needs.
She is passionate about student achievement and believes that all students can find academic success. Her goal is to work with teachers and administrators to collectively increase expertise and add to strategy banks used in schools to increase student performance.
Eileen earned a bachelor’s degree in elementary and middle level education from the University of Wisconsin–Milwaukee, and she earned her master’s and doctorate degrees from Cardinal Stritch University.
To book Eileen Depka for professional development, contact [email protected].
INTRODUCTION
Teaching can bring us great joy and present huge challenges. It is rewarding and frustrating, often at the same time. It is a profession like no other. We can impact the lives of hundreds of young individuals. We can make a difference.
But teaching is a huge responsibility. Although we want what is best for our students, that path is not always clear. There are thrilling moments when students demonstrate their knowledge and skills successfully. There are moments of confusion when students state loudly and clearly, “We never learned this before!” regarding concepts that teachers covered the previous year. There is always need for a patient response, reteaching, reminders, and new experiences to solidify previous learning.
Some students engage in classroom discussion; others sit back and watch, probably still learning, but not through active involvement. Some students participate consistently, some occasionally, some not unless teachers invite them to respond. Some are confident in their ability to respond. Some are afraid. Some are simply disengaged. That’s where this book comes in.
About This Book
This book provides information, strategies, and examples to use during classroom discussions as well as within assignments and assessments. It provides recommendations for effectively designing questions to set the stage for quality discussions that engage and inspire students. Promoting higher-order thinking skills not only actively engages students’ minds but supports a deeper, more meaningful level of understanding. In the pages that follow, you will find easy and effective practices for accomplishing just that.
Chapter 1 lays the groundwork and highlights the impact that questioning techniques can have on student achievement. High-quality questions help students make connections among previously learned content and personal experiences. When questioning helps students discover, evaluate, and apply content, teachers have the opportunity to increase students’ ability to analyze and use information to a greater extent. Students are more likely to experience success when applying their knowledge and skills to new or unique situations.
Chapter 2 concentrates on identifying, explaining, and providing examples for various questioning techniques and structures. This chapter also introduces the concept of higher-order thinking skills and takes a deep look at Bloom’s (1956) taxonomy and its use for question development at a variety of sophistication levels. It shows you how Webb’s (1997) Depth of Knowledge framework helps you align standards and tasks to levels of cognitive complexity. Visit go.SolutionTree.com/instruction for an interview with Dr. Norman Webb about the Depth of Knowledge.
In chapter 3, I discuss the connection between a question’s intent and its format, including quality assessment practices and examples.
Chapter 4 provides examples of the types of support that students need to grow their ability to respond successfully to complex and rigorous questions. This section will consider the connection between complex questions, background knowledge, and text complexity. It highlights ways to scaffold questions and support student understanding. The strategies increase students’ opportunities to succeed, because they’re responding to questions designed with increased rigor and more sophisticated content.
A process in chapter 5 assists you in deconstructing standards’ components so that you can develop quality questions based on those standards. It reveals connections between the types of questions generated and the level of complexity indicated within the standards. It provides templates and examples that will support the creation and organization of multiple standards-based questions. Standards-based assessments rely on questions generated through this process.
Chapter 6 delves into components related to questioning to support students in long-term success. It covers college and career readiness skills, including traits like critical thinking, perseverance, problem solving, and communication.
Laying groundwork that promotes an atmosphere of respect, collaboration, and openness to the ideas of others is the topic of chapter 7. It shares multiple techniques to institute questioning strategies that encourage advanced thought and discussion. Methods of evaluation show you how to analyze student beliefs and reflect on classroom practices.
Chapter 8 explains why students need to understand the art of questioning. I discuss practices that provide students with the ability to understand, respond to, and create questions at increased levels of sophistication. You will also find strategies for teaching students how to formulate questions that are at varied levels of difficulty.
The epilogue reiterates key points and provides a global summary of practices that promote a positive, productive approach to question
