Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd
Upload
111 views

Lesson 3

This lesson teaches students about good and poor questions through exploring their own questions, Bloom's Taxonomy, and questioning prompts. In small group discussions, students determine the characteristics of good questions and apply Bloom's Taxonomy to questions. Using an online platform, students practice applying questioning prompts to different texts and providing justifications for their questions. Peer feedback is incorporated to help students learn. The goal is to help students learn to ask insightful questions to improve comprehension and thinking.

Uploaded by

api-299789918
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
111 views

Lesson 3

This lesson teaches students about good and poor questions through exploring their own questions, Bloom's Taxonomy, and questioning prompts. In small group discussions, students determine the characteristics of good questions and apply Bloom's Taxonomy to questions. Using an online platform, students practice applying questioning prompts to different texts and providing justifications for their questions. Peer feedback is incorporated to help students learn. The goal is to help students learn to ask insightful questions to improve comprehension and thinking.

Uploaded by

api-299789918
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

LESSON PLAN Ref: 3 of 7 Course Ref: Unit 2 of 12

Lesson 3: Exploration of Good and Poor Questions

Subject / Course: English Language Arts/ English 10

Topic: Questioning skills: exploration of good and poor questions.

Lesson Title: Exploration of Good and Poor Questions

Level: Grades 8-11

Lesson Duration: This lesson can be divided into 3 segments

Learning Environment and Technology Utilized:

Blended learning environments. An LMS or CMS, such as edX, could be utilized for the online
components.

Lesson Objectives/ Curricular Competencies:

Respectfully exchange ideas and viewpoints from diverse perspectives to build shared
understanding and extend thinking (ELA: Composition 10)
Apply appropriate strategies in a variety of contexts to comprehend written, oral, visual,
and multimodal texts; guide inquiry; and extend thinking (ELA: New Media 10)
Use writing and design processes to plan, develop, and create engaging and meaningful
literary, imaginative, and informational texts for a variety of purposes and audiences
(ELA: Composition 10)
Reflect on, assess, and refine texts to improve their clarity, effectiveness, and impact
according to purpose, audience, and message (ELA: Composition 10)

Summary of Tasks / Actions:

Explorations of Good and Poor questions. Offline, face-to-face.


The classroom engages in brief reflections about the questioning process yesterday. The
teacher prompts the students by asking questions such as: Do you think you asked the
best questions? Why or why not? Why are questions so important to learning? What is
the relationship between research and questions? What is the relationship between
writing and questions (good writing is a product of answering good questions).
The teacher is to encourage discussion by assigning marks for participation.
The teacher leads the students in determining what characters a good and a poor
question.
A good question helps one understand the text better (students must be able to
explicitly state how a question helps them understand the text); a good question
leads to more good questions; the answer to a good question connects to other
information. Also, for higher level questions, they should be precise, significant,
supportable and debateable. Good questions are always relative to context.
One would not ask higher level questions upon meeting a stranger or as prompt
for a paragraph response.

Introduce students to Blooms Taxonomy. Online.

The teacher will have the students research, and explain, the terms hierarchy and
taxonomy.
The teacher will provide a hard copy of Blooms Taxonomy for each student.
The students will explore what they see/understand from examining the taxonomy. The
teacher may guide the exploration by asking questions such as: How does it compare
with the questioning hierarchy that the students devised? Where did the students go
wrong or right? Why?
The teacher will facilitate an exploration as to what students perceive is the purpose of
the taxonomy.

Introduce students to prompts to use for Blooms Taxonomy. Online (possibly an LMS or CMS
such as edX)

The teacher is to provide a hard/copy, of prompts, for use with Blooms taxonomy, for
each student.
The teacher is to facilitate an exploration as to what students observe about the prompts.
How are they the same/different than the prompts created in their word cloud?
The teacher will model use of prompts with different texts (visual still image, video, written
text, intertextual, multimodal.). The teacher asks one question from each prompt and
explains why it is a good question (i.e how does it help me understand the text? What
other questions does it allude to? What connections can be made with possible answers
to the question? Is it precise, significant, supportable, debatable?).
students are asked to volunteer to supply one question from each prompt, from a
selected resource, (the students are reminded that 10% of their mark is based on
participation).
In edX, or similar CMS, the teacher creates multiple questions and students are asked to
identify which one they think is a good question. Then, they are asked to provide an
explanation as to WHY they think that's a good question (by answering with the
characteristics that denote good questions). Next, they are presented with what their
peers have chosen and their explanations. This allows them to learn from their peers and
see the justification behind it. The last step allows them to see the correct answer and the
instructor's explanation as to why that is the correct answer. They will also be presented
with a histogram of their peers' initial answer choice and final answer choice.

Materials / Equipment:

Teacher must supply hard copy of Blooms Taxonomy and hard copy of questioning
prompts (see Blooms Levels of Questioning and Blooms Levels of Questioning for
English and Socials at the end of the unit).
Teacher must produce materials to model use of prompts with different texts (i.e. visual
still images, video, written text, intertextual, multimodal etc). There is an example
provided, at the end of the unit, entitled Article and Examples for Lesson 3

You might also like