Questioning plays a significant role in the Ontario language curriculum. Although not explicitly stated as questioning, there is an emphasis on student understanding of texts, and ability to discuss text. One of the underlying principles of the language curriculum for grades 1-8, is that:
“Successful Language Learners : [will be able to]
I have developed a learning object that teachers can use to help their students to ask deeper, more focused questions. Questioning in a student’s day is inevitable, but the quality of questions that they discuss, impacts their ability to learn and identify with a subject. It is important for students to know how to ask questions both in a classroom and outside of it. Students often rely heavily on low-order questions, which are easily answered. However, a student is more effectively able to understand and relate to subject material when it is examined using high-order questioning: relying on thought and interpretation, rather than strictly memorization. (Tolfade, 155)
Despite their importance, high-order questions are often bypassed by students because they can be difficult to phrase. The learning object that I’ve developed can help to acclimate students to asking their own questions, and to help them to form their own deep questions in the future by using it to scaffold students learning. If students are having a difficult time asking or phrasing high-order questions, they can use this object to narrow the choices of questions that they can ask from the question matrix, and eventually will hopefully be able to ask and phrase deep, high-order questions on their own. For this reason, it should not be used to generate all questioning in a classroom, but if students struggle to construct focused questions, it may be useful for students in grade four – six.
It consists of three sections:
• Dice
• Number Keys:
o Horizontal axis
o Vertical axis
• Question matrix
The dice are used to choose what category of question to ask. One of the numbers rolled will determine a category on the horizontal axis of the question matrix, and the other will determine the category on the vertical axis of the question matrix. A link to a set of digital dice is provided, but depending on classroom needs or accessibility, real dice, large or small, could be substituted.
The number keys dictate what category of question is being asked based on the numbers rolled by the dice. Key 1, on the left, displays the questions from the horizontal axis, while Key 2 displays the categories from the vertical axis.
For example, if I rolled a one and a six, I could ask one of two things:
The question matrix is a collection of questions that range from surface level to open ended, deep questions. Having questions that are more easily answered in combination with questions that are open ended is an important strategy in an open classroom. It allows students to question at their own levels, giving them the choice between theoretical and concrete answers.
Using the combination of dice, question keys, and the question matrix, students will be able to comprehend a text by critically reading and asking questions that help me to think about and/or discuss a text that they are studying.
“Successful Language Learners : [will be able to]
- think critically;
- understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated;” (The Ontario Curriculum Grades 1-8 |Language, 4)
I have developed a learning object that teachers can use to help their students to ask deeper, more focused questions. Questioning in a student’s day is inevitable, but the quality of questions that they discuss, impacts their ability to learn and identify with a subject. It is important for students to know how to ask questions both in a classroom and outside of it. Students often rely heavily on low-order questions, which are easily answered. However, a student is more effectively able to understand and relate to subject material when it is examined using high-order questioning: relying on thought and interpretation, rather than strictly memorization. (Tolfade, 155)
Despite their importance, high-order questions are often bypassed by students because they can be difficult to phrase. The learning object that I’ve developed can help to acclimate students to asking their own questions, and to help them to form their own deep questions in the future by using it to scaffold students learning. If students are having a difficult time asking or phrasing high-order questions, they can use this object to narrow the choices of questions that they can ask from the question matrix, and eventually will hopefully be able to ask and phrase deep, high-order questions on their own. For this reason, it should not be used to generate all questioning in a classroom, but if students struggle to construct focused questions, it may be useful for students in grade four – six.
It consists of three sections:
• Dice
• Number Keys:
o Horizontal axis
o Vertical axis
• Question matrix
The dice are used to choose what category of question to ask. One of the numbers rolled will determine a category on the horizontal axis of the question matrix, and the other will determine the category on the vertical axis of the question matrix. A link to a set of digital dice is provided, but depending on classroom needs or accessibility, real dice, large or small, could be substituted.
The number keys dictate what category of question is being asked based on the numbers rolled by the dice. Key 1, on the left, displays the questions from the horizontal axis, while Key 2 displays the categories from the vertical axis.
For example, if I rolled a one and a six, I could ask one of two things:
- An “Event” category question on the horizontal axis, and a “Imagination” category question on the vertical axis (i.e: What might the main character have done instead?)
OR - A “Means” category question on the horizontal axis, and a “Present” category question on the vertical axis (i.e: How is the main character depicted in the book?)
The question matrix is a collection of questions that range from surface level to open ended, deep questions. Having questions that are more easily answered in combination with questions that are open ended is an important strategy in an open classroom. It allows students to question at their own levels, giving them the choice between theoretical and concrete answers.
Using the combination of dice, question keys, and the question matrix, students will be able to comprehend a text by critically reading and asking questions that help me to think about and/or discuss a text that they are studying.
To use a virtual die, follow this link: Virtual Die Roller
 |
| S Riley, TeacherLed.com. 2007 |
Roll the Die. Find the number that you rolled on the Number Key Below, and note the category of question to ask:
 |
| Laman. Key 2: Vertical Axis. 2016 |
 |
| aman. Key 1: Horizontal Azis. 2016 |
Find the category on the Question Matrix below, and ask one of the six questions in the category:
 |
| Rate. “eLearning Infusion: Engaging Learners and Leaders Through Technology". Web <Question Matrix> |
In my own classroom, I would incorporate this learning object in a variety of ways. I would have it available digitally, on ipads or computers that my students had access to, but I would also incorporate it physically in the classroom. I would have a large copy of the question matrix, as well as the number key at the front of my classroom, with a physical die that students could roll. I would also try to integrate this object into small group learning by having groups of students use the question matrix to discuss their work.
For example, if I was teaching a book study on: Harry Potter: The Boy Who Lived, in a grade six class, I would begin by going over the question matrix, and what high and low order questioning looks like and sounds like. I would also encourage students to ask questions that cannot be easily answered, and post or show students the four scaffolding steps.
Next, I would have students combine into small groups of two or three to discuss the book by verbally answering and communicating questions that they’ve generated by using this learning object. I would ask them to write down the questions that they’ve asked, and why they asked that question, but I would not require them to take notes on their discussions. Having students discuss and question the material that they are reading, directly correlates with specific expectations from the reading and oral communication strand of literature:
- Reading 1.5: “Develop interpretations about texts using stated and implied ideas to support their interpretations.” Asking questions encourages students to draw conclusions about a text, and explain why they believe what they are stating based on evidence from the text. Asking deep questions ensures that the questions being asked are not easily answered, and stimulates discussion. (The Ontario Curriculum Grades 1-8 |Language, 111)
- Reading 1.6: “Extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them.” When explaining their answers to questions or within a discussion, students are encouraged to draw connections that may help them to better understand a characters position. (The Ontario Curriculum Grades 1-8 |Language, 112)
- Oral Communication 1.5: “Interpret oral texts by using stated and implied ideas from the texts.” Asking questions in groups requires participants to listen carefully to what is being said in both the questions and the answers, and to respond appropriately. (The Ontario Curriculum Grades 1-8 |Language, 109)
Assessing whether the tool is actually helping students to be able to ask questions can take some time. As stated above, I would have students document the questions that they are being asked, and why they asked that question. During the early stages of using the dice, I would expect some student answers to say things like:
OR
“Because the other option wasn’t as good”
- Student question is easily answered
- Student question promotes some discussion
- Student question promotes much discussion
I would also use a checklist to assess the way in which students generated their questions, as it would let me know how many steps are left in the scaffolding process:
- Student used the learning object with two dice
- Student used the learning object with one die
- Student used the question matrix
- Student generated questions without aid.
Lastly, I would have students perform a self evaluation of their progress by circling which step they are on to track their own progress:
I used two dice | I used one die | I used the question matrix | I generated my own questions
Using the die and the number key in order to ask questions, acts as a method of scaffolding a student’s understanding of the question matrix. Once students are comfortable asking questions on their own, they may not require this learning object to help them in phrasing a question. The next step in scaffolding this learning object is to take away one of the die, to ensure that they have a choice over either the horizontal or vertical categories of the question matrix, but are still provided with guidance from the remaining die. Eventually, students will be able to eliminate the remaining die, and use exclusively the question matrix to determine questions that lead to a deeper understanding. The last step in scaffolding a student’s use of questioning is to have them form questions with minimal aids.
Resources:
“Grade 6: Reading.” The Ontario Curriculum Grades 1-8 |Language. (2006). 111-112.
“Grade 6: Oral Communication.” The Ontario Curriculum Grades 1-8 |Language. (2006). 108
“Introduction.” The Ontario Curriculum Grades 1-8 |Language. (2006). 4
Rate, Nick. “eLearning Infusion: Engaging Learners and Leaders Through Technology.” 2013. WEB
< http://nickrate.com/2013/05/19/observing-and-feeding-forward-with-staff/>
Tofade, T., Elsner, J., et al. “Best Practice Strategies for Effective Use of Questions as a Teaching Tool.” American Journal of Pharmaceutical Education, 77 (7). (September 2013).155.
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