Questioning Techniques Overview

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Questioning Techniques to Support Critical Thinking Ulster BOCES Dana Fulmer [email_address] Kathy Simpson [email_address]

What role do questions play? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Why do questions matter? ,[object Object],[object Object],[object Object]

Finding a balance ,[object Object],[object Object]

Student generated questions ,[object Object],[object Object]

Student accountability ,[object Object],[object Object],[object Object],[object Object]

How do we categorize questions? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Wait time ,[object Object],[object Object]

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Criteria Ratings Points Quality of Information 31 to >29.0 pts Advanced Interview transcription template is used. General Information Questions and Demographic Questions were completely filled in. The three interview questions from Module 4 are included and answered. 29 to >25.0 pts Proficient Interview transcription template is used. General Information Questions and Demographic Questions were mostly filled in. Two interview questions from Module 4 are included and mostly answered. 25 to >0.0 pts Developing Interview transcription template is not used. General Information Questions and Demographic Questions were not completely filled in. The three interview questions from Module 4 are missing and not answered. 0 pts Not Present 31 pts Content 40 to >36.0 pts Advanced Three open-ended interview question that are related to the topic are included and are thoroughly answered. Each transcription provided is more than 100 words. 36 to >33.0 pts Proficient Two open-ended interview questions that are related to the topic are included and are mostly answered. Two transcriptions are more than 100 words. 33 to >0.0 pts Developing Less than two open-ended interview question that are related to the topic are included and are not specifically answered. Less than two transcriptions are more than 100 words. 0 pts Not Present 40 pts Mechanics & Format 29 to >26.0 pts Advanced Minimal or no grammatical, spelling, and/or punctuation errors are present, and the document is written in current APA format. Contains a title page. Template is accurately completed. 26 to >24.0 pts Proficient A few grammatical, spelling, and/or punctuation errors are present, and/or errors in current APA format are found. Title page contains an error(s). Template was somewhat followed. 24 to >0.0 pts Developing Many grammatical, spelling, and/or punctuation errors are present, and/or errors in current APA format are found. Missing title page. Template not used. 0 pts Not Present 29 pts Total Points: 100 Interview Transcription Grading Rubric | EDUC816_D12_202220 6 Recommendations for Solving Equity Gaps at James Monroe High School, Virginia Michael Whitener School of Education, Liberty University In partial fulfillment of EDUC 816 Focus Group Questions Central Question: How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated? Focus Group Question 1. Many have been involved in debates about effective teaching in American schools. When you think of effective teaching, what comes to your mind first and why? The question will be directed toward the parent and community-focused group. For a long, researchers have conducted studies to determine the qualities of good teachers and effective teaching strategies. In most studies, teacher perspectives on teaching effectiveness have varied depending on their schools' location, race, ...

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