Workshop Workshop Workshop Workshop I II III IV V
ssessing for Learning Facilitator’s GuideWORKSHOP III:EFFECTIVE QUESTIONINGA Professional Development Curriculum from theInstitute for Inquiry The third in a set of five workshops for teacher professional development
EFFECTIVE QUESTIONING 2006 by ExploratoriumExploratorium, San Francisco, CA 94123www.exploratorium.eduThe Exploratorium and Institute for Inquiry are registered trademarks of the Exploratorium.This material is based upon work supported by the National Science Foundationunder Grant No. 9911834. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflectthe views of the National Science Foundation.Major support for the Institute for Inquiry has been provided by the National Science Foundation,California Department of Education, The Noyce Foundation, Marin Community Foundation, StephenD. Bechtel, Jr., and the S. D. Bechtel, Jr. Foundation.Additional funding was made possible by Wells Fargo Foundation, The San Francisco Foundation,American Honda Foundation, Richard Lounsbery Foundation, The Grove Foundation, and WashingtonMutual.Permission for use of these materials is granted for noncommercial educational purposes. Userswho wish to duplicate these materials must ensure that the Exploratorium Institute for Inquiry isproperly credited, and the original copyright notice must be included. For more information on theExploratorium’s Use Policy, please go to www.exploratorium.edu/about/use policy.You can download your own copy of this guideat www.exploratorium.edu/ifi/assessing.A wealth of background material, for this andthe other guides in the series, can be found atwww.exploratorium.edu/ifi/library.In order to access these materials, you will needMacromedia Flash Player 5 or higher and AdobeAcrobat Reader 4 or higher, available for freedownloading at www.exploratorium.edu/ifi/help.These plug-ins may require additional memory.You can download any of theAssessing for Learning workshop guides atwww.exploratorium.edu/ifi/workshops.I nstitute fo r I nqui r Y : w w w . e x p l o r a t o r i u m . e d u / i f i
EFFECTIVE QUESTIONINGEffective QuestioningWelcomeContentsWelcome to Effective Questioning, the third workshop inthe Assessing for Learning curriculum. The five workshopsAcknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4About This Workshopin this series introduce formative assessment and offerThe Workshop in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6ways for teachers to begin applying elements of forma-Workshop Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7tive assessment in their own classrooms.Formative Assessment BasicsThis five-part curriculum is designed to be present-The Inquiry Connection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10ed in sequence and in its entirety. To help facilitatorsThe Formative Assessment Cycle . . . . . . . . . . . . . . . . . . . . . . 12review key concepts that pertain to the entire curriculum,Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16each workshop guide contains a section on FormativeAssessment Basics.Planning and PreparationWorkshop at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Created by British educator and author Wynne Harlen inEssential Planning Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19collaboration with the staff of the Exploratorium InstituteCharts, Handouts, and Facilitator Tools . . . . . . . . . . . . . . . . 22for Inquiry in San Francisco, this curriculum has beenMaterials and Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23offered to science educators and professional developersSetting Up the Hinged Mirrors and Floating EggsActivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24since 1996.In 2000, the National Science Foundation asked that thePresenting the WorkshopInstitute for Inquiry make these workshops available toIntroducing the Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26even more educators. The result is a series of guides thatWriting Questions to Reveal Students’ Ideas . . . . . . . . . . . 28provide step-by-step instructions and access to supportAnalyzing Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30materials online so that professional developers andIdentifying Open and Closed Questions . . . . . . . . . . . . . . . 32teacher educators can present these workshops on theirQuestioning to Reveal the Use of Process Skills . . . . . . . . 34own.Examining Questioning in Practice . . . . . . . . . . . . . . . . . . . . 36Concluding the Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Lynn RankinDirectorInstitute for InquiryReviewing the WorkshopFacilitation Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39More from the Institute for InquiryAbout the Exploratorium Institute for Inquiry . . . . . . . . . .41More Workshops on the Web . . . . . . . . . . . . . . . . . . . . . . . . . 42Reproducible Masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43I nstitute fo r I nqui r Y : w w w . e x p l o r a t o r i u m . e d u / i f i
EFFECTIVE QUESTIONINGAcknowledgmentsAssessing for Learning is based on original work by British educator and author Wynne Harlen in collaboration with the Exploratorium’s Institute for Inquiry in San Francisco. Formerly Director of the Scottish Research Council, Dr. Harlen has spent the last thirtyyears involved in research on assessment and student learning in primary science education. Her books, including The Teachingof Science in Primary Schools; Primary Science: Taking the Plunge; and Teaching, Learning, and Assessing Science 5–12, are used byeducators throughout the world. Since 1996 she has been the primary presenter of a five-day series of workshops on formativeassessment at the Institute for Inquiry. The core ideas and activities from those workshops, as well as Dr. Harlen’s original drafts ofthis document, form the basis for these guides.Curriculum DeveloperWynne HarlenProject DirectorsLynn Rankin, Barry Kluger-BellProject DevelopersLynn Rankin, Fred Stein, Marilyn AustinProject ProducerRuth Tepper BrownProject DesignerKristina Hooper Woolsey, Woolsey & AssociatesProject WritersBuff Whitman-Bradley, Ruth Tepper BrownSpecial ThanksWe are very grateful to workshop reviewers David Hartneyand Pat McGlashan of First Hand Learning, Inc., Buffalo, NY,and Karen Worth, Educational Development Center, Newton,MA, for their exceptional contributions in the testing andrefinement of this curriculum.Thanks also to Doris Ash for her numerous contributions, andto the many educators from across the country whose participation has aided in the development of these workshops.The Institute for Inquiry would also like to thank Rob Semper,Executive Associate Director of the Exploratorium and Directorof the Center for Learning and Teaching, and Bronwyn Bevan,Associate Director of the Center for the Learning and Teaching,for providing institutional support.Series EditorErin Van RheenenProject EditorsJudith Brand, Martha Nicholson Steele, Laura JacobyGraphic DesignersBarbara Del Rio, Alisa Lowden, Gary Crounse,Esther Kutnick, David BarkerIllustratorGary CrounseWeb DesignersMike Petrich, Karen WilkinsonWeb DevelopersJenny Villagrán, Rob RothfarbProject ManagersAvon Swofford, Pat KoblenzI nstitute fo r I nqui r Y : w w w . e x p l o r a t o r i u m . e d u / i f i
EFFECTIVE QUESTIONINGABOUT THIS WORKSHOP The Workshop in Context Workshop OverviewI nstitute fo r I nqui r Y : w w w . e x p l o r a t o r i u m . e d u / i f i
EFFECTIVE QUESTIONINGA B O U T T H I S W O RK S H O PThe Workshop in ContextAssessing for LearningEffective Questioning is the third of five workshops in the Assessing for Learning curriculum. The workshopsin this curriculum are designed to be used sequentially so that participants work step-by-step toward afull understanding of formative assessment. All five workshops take as their starting point the FormativeAssessment Basics, introduced on page 9 of this guide and available in each of the five facilitator guidesin this series.The Assessing for Learning curriculum consists of the following workshops:IWorkshopIIWorkshop I: Introduction to Formative AssessmentParticipants discover the purpose of formative assessment and find out how it differs fromsummative assessment (about 2 hours).Workshop II: Assessing Process SkillsParticipants learn how to observe and interpret students’ use of the process skills of science(about 3 hours).IIIWorkshop III: Effective QuestioningIVWorkshop IV: Assessing Science IdeasVWorkshop V: Student Self-AssessmentParticipants identify questions that are useful for eliciting students’ ideas and forencouraging the use of science process skills (about 2 hours).Participants create indicators of development for specific scientific ideas and consider thenature of feedback that helps student learning (about 2 hours).Participants investigate the value of students assessing their own and their peers’ work andexplore ways to communicate goals and criteria to students (about 2 hours).How to Use the CurriculumThis curriculum is designed to be presented in sequence and in its entirety. If you decide to present less thanthe full curriculum, it’s important to communicate this to participants, so they aren’t left with the impressionthat they have been introduced to all the main ideas related to formative assessment. For example: Doing only Workshop I would be a good introduction to formative assessment, but wouldnot offer teachers any practical strategies to implement in the classroom. Doing Workshops II, III, IV, or V alone would offer classroom strategies, but without the overview of formative assessment to put those strategies in context. Doing Workshop I following by one of the other workshops would provide an overview offormative assessment and a single strategy to implement it, but would give an incompletepicture of formative assessment practice.I nstitute fo r I nqui r Y : w w w . e x p l o r a t o r i u m . e d u / i f i
EFFECTIVE QUESTIONINGA B O U T T H I S W O RK S H O PWorkshop OverviewA Quick Summaryfind out what students are thinking. With that infor-Effective Questioning is the third in a set of five guidesin the Assessing for Learning curriculum. The guidesare designed to help facilitators plan and presentprofessional development workshops for educatorsinterested in developing an understanding of formative assessment and how to begin to apply it in theirclassroom.mation, you can encourage students to test those ideasand develop them toward ones that are consistent withevidence and a scientific view of how things work.When carefully done, questioning is a powerful andeffective tool for carrying out formative assessment inthe classroom. But how do you ask questions that getyou the information you want? In fact, some questionsThe first workshop in this series introduced theFormative Assessment Cycle, which provides theare more effective than others for discovering whatstudents are thinking about a particular topic. Thisworkshop is designed toconceptual foundation forfocus on the importancethe curriculum.In Workshop II, AssessingProcess Skills, participantsGoals explored how to useobservation to gatherevidence of the use and formulationof questions as a way ofideas.gathering evidence ofTo help teachers understand the importance ofstudents’ ideas.feelings.The Goals of theWorkshopclimate that honors students’ thoughts andskills. However, observa-respectfulof effective questioning in revealing students’effective questioning in creating a classroomdevelopment of processtion is not always usefulTo help teachers understand the importanceof the thoughtful andfor finding out students’To help teachers understand that some typesOne of the overall aimsof questions are more useful than others forscientific ideas, which areeliciting students’ ideas.of the Assessing Learning curriculum isnot necessarily demon-to help teachers under-strated by their actions.In this workshop, EffectiveQuestioning, we explore another way teachers cangain access to the ideas that students have: by askingcarefully thought-out questions.In the classroom, teachers create opportunities forstudents to express their ideas by asking questions orsetting assignments. An assignment, in fact, is verymuch like a question. Both are requests, or invitations,for students to express their ideas. It’s important toforstand formative assessment as a recurring cycle of events. Information aboutthe Formative Assessment Cycle is provided in theFormative Assessment Basics section of this guide,which begins on page 9.The Formative Assessment Cycle, presented in detailin Workshop I of this series (Introduction to FormativeAssessment), begins with the collection of evidencerelating to the science goals of student work. Byinterpreting that evidence, a teacher can determineI nstitute fo r I nqui r Y : w w w . e x p l o r a t o r i u m . e d u / i f i
EFFECTIVE QUESTIONINGA B O U T T H I S W O RK S H O Pstudents’ current levels of understanding or abilitiesTake-Home Messagesrelating to science goals, decide what next developmental steps to take to achieve those goals, and finally, determine how to help students take thoseThe way in which questions are expresseddetermines what happens as a result—whethernext steps.they elicit a student’s understanding, leadto action and use of process skills, or areThis workshop—Effective Questioning—focuses onanswered by recall of facts.ways teachers can identify questions that are useful for eliciting students’ ideas, and offers strategies forQuestions that invite students to expresstheir own ideas are open-ended and person-using questioning effectively in the classroom.centered.How the Workshop Works Thoughtful questions require time for thoughtful answers.Participants begin the workshop by doing two simple hands-on activities. After each one, they write a sam-Teacher reactions to student answers, and thegeneral ethos of the classroom, can encourageple question they might ask to help students expressstudents to openly express their ideas.their explanations in the classroom. These questionsare discussed, sorted, and analyzed, giving participants the opportunity to explore how different kindsof questions can elicit different kinds of informationfrom students. The facilitator then introduces a list ofquestions that could encourage students to use various process skills. Then, participants discuss ways tocreate a classroom climate that encourages students toexpress their ideas, and the facilitator then summarizes the session to reinforce the take-home messages.Typically, planning takes about four hours, not including the time necessary to prepare materials. In thisguide, we list materials for 36 participants. For fewerparticipants, quantities of materials and other workshop logistics can be adjusted as needed.About the Take-Home MessagesThe take-home messages are brief statements that convey the central pedagogical ideas encountered duringthe workshop. By introducing the messages early on,facilitators set the context for what is to follow, andinform participants of the purpose and content of theworkshop. This transparency of purpose is an important initial step in establishing an atmosphere of trustbetween facilitators and learners. Such trust is criticalin creating a climate in which learners feel comfortable expressing opinions and considering new ideas.Understanding of the messages deepens as the work-We recommend 12 to 36 participants for our work-shop progresses, and as participants become intellec-shops. Having fewer than 12 does not allow for thetually engaged in building new ideas based on theirlively group interaction that is such an importantfirsthand experiences and their conversations withcomponent of the workshop. Having more than 36each other. The take-home messages are revisited atmakes whole-group discussions unwieldy and canthe end of the workshop as a way to summarize andnecessitate an additional facilitator.reinforce the understandings participants have constructed.I nstitute fo r I nqui r Y : w w w . e x p l o r a t o r i u m . e d u / i f i
EFFECTIVE QUESTIONINGFORMATIVE ASSESSMENTbasics The Inquiry Connection The Formative Assessment Cycle Additional ResourcesI nstitute fo r I nqui r Y : w w w . e x p l o r a t o r i u m . e d u / i f i
F O R M AT I V E A S S E S S M E N T B A S I C SEFFECTIVE QUESTIONINGThe Inquiry ConnectionFormative Assessment and LearningScience through InquiryFrom their earliest years, children develop ideasabout the world that make sense to them, but don’tnecessarily correspond to the scientific view. Howdo we help children develop their ideas into morescientific ones?Experience and research show that merely teaching“correct” scientific ideas does not necessarily changestudents’ understanding. Change is more likely tohappen when students test their scientific ideas forthemselves. Teaching through inquiry helps studentstest their existing ideas about scientific phenomena,consider alternative ideas, and gradually develop anunderstanding that is more consistent with evidenceand with the scientific view of how things work. Butstudents often need help with this process. Formativeassessment gives teachers the means to help studentsexpress their ideas and rigorously test them.In general, when students engage in science inquiry,they go through the following phases: They begin by observing and exploring materials,In order to help students have productive inquiryexperiences in which they express and test ideas thatcan lead to new scientific understanding, teachersneed to check in and offer guidance in every phase ofthe process. To do their investigations, students mustbe able to ask questions that can be investigated.And in order for students to draw conclusions basedon evidence, they need to be able to plan systematicinvestigations to gather that evidence. The teacher’srole in this process is to find out how the student isdoing in each phase, and help them make progress.To know how students are doing, teachers need away to “get into students’ heads” and understandhow they’re thinking. Each of the above phases ofinquiry is an entry point for the teacher to carryout assessment that will provide information onhow students understand science concepts, and onhow effectively they are using the process skills ofscience (such as observing, questioning, planning,interpreting and communicating). The teacher canthen use this information to determine what nextsteps students need to take in order to increase theirunderstanding of science concepts and improve theirand they raise questions about their observations.ability to use the process skills of science. The teacher They choose a question to investigate, and thentake next steps in learning.plan and do an investigation to try to answer theircan then guide students in ways that will help themquestion. During the course of the investigation, they comeup with ideas to explain what they’re seeing, andfind ways to test those ideas. Finally, they interpret the results of their investigations and communicate those results to others.I nstitute fo r I nqui r Y : w w w . e x p l o r a t o r i u m . e d u / i f iIdeas about Formative Assessment“Ideas about assessments have undergone important changes in recent years. In the new view,assessment and learning are two sides of the samecoin. . . . When students engage in assessments,they should learn from those assessments.”National Research Council, National Science Education Standards.(Washington, DC: National Academy Press, 1
Workshop II: Assessing Process Skills Participants learn how to observe and interpret students’ use of the process skills of science (about 3 hours). Workshop III: Effective Questioning Participants identify questions that are useful for eliciting students’ ideas and for encouraging the use of science process skills (about 2 hours).
Texts of Wow Rosh Hashana II 5780 - Congregation Shearith Israel, Atlanta Georgia Wow ׳ג ׳א:׳א תישארב (א) ׃ץרֶָֽאָּהָּ תאֵֵ֥וְּ םִימִַׁ֖שַָּה תאֵֵ֥ םיקִִ֑לֹאֱ ארָָּ֣ Îָּ תישִִׁ֖ארֵ Îְּ(ב) חַורְָּ֣ו ם
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Workshop II: Assessing Process Skills Participants learn how to observe and interpret students’ use of the process skills of science (about 3 hours). Workshop III: Effective Questioning Participants identify questions that are useful for eliciting students’ ideas and for encouraging the use of science process skills (about 2 hours).
4. Design a selection process to recruit the right participants for your workshop. Tell the workshop candidates what the workshop is about and what they will be expected to do during the workshop. Then, at least two weeks before your AuthorAID workshop, please do the following: 1. Draft the agenda for your
Rapid STED manual - A Practical guide Contents (suite) 5.3 Guidance on Conducting the Rapid STED Technical and Policy Foresight Workshop 33 5.3.1 Scope of Guidance 33 5.3.2 Workshop Materials 33 5.3.3 Workshop Location 33 5.3.4 Workshop Staffing 33 5.4 Workshop Content 34 5.4.1 Workshop Introduction 34
CONSULTATION AND VALIDATION WORKSHOP ON THE DEVELOPMENT OF AN IOTC ELECTRONIC MONITORING AND REPORTING INFORMATION SYSTEM . Mr. Giroux Florian welcomed the workshop participants and provided general information on the workshop and logistical arrangements. . opened the workshop. The work programme is presented in Appendix 1 and the List of .
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