Module 5: Additional Resources

Levels of Questions

• “Types of Content and Levels of Questions”: This document is a supplemental resource from the selected reading above, “Asking Questions at Four Different Levels.” It provides examples of the different levels of questions by content area.
  http://www.ascd.org/ASCD/pdf/journals/ed_lead/el201302_marzano.pdf 
• “Bloom’s Taxonomy”: This online resource by Vanderbilt University described the original and revised Bloom’s Taxonomy. Bloom’s Taxonomy provides various levels of thinking and insight for higher-order questioning. 
  https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
• “Levels of Questioning for Bloom’s Taxonomy”: This online resource provides levels of questioning that correspond to Bloom’s Taxonomy. 
  https://www.teachervision.com/teaching-strategies/levels-questions-blooms-taxonomy

Engaging Students in Discussions

• “Moral Reasoning Lesson Plan”: The lesson plan corresponds with the previously viewed video, “Scaffolding for Socratic Seminar.
  https://dqam6mam97sh3.cloudfront.net/resources/document/resource/21384/Lesson%20Plan-MoralReasoning.PDF
• “Evidence-Based Academic Discussion: Getting Started”: This video provides an example of how a teacher engages her class in evidence-based academic discussion. The discussion is student-led and utilized an elaboration strategy to incorporate data in students arguments.
  https://www.teachingchannel.org/videos/evidence-based-discussion-ousd
• “Using the Think-Pair-Share Technique”: The strategy guide by the National Council of Teachers of English provides a description and instructions of how to use the think-pair-share discussion strategy.
  http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html

Creating Opportunities for Students to Explain Their Thinking

• “How Students Learn by Explaining Their Thinking”: The online resource by Scientific Learning provides evidence from research to demonstrate that students explaining their thinking “helps learning."
  http://www.scilearn.com/blog/how-students-learn-by-explaining-their-thinking
• “Using Questioning to Develop Understanding”: This video by the Teaching Channel illustrates how a teacher used questioning to further students understanding.
  https://www.teachingchannel.org/videos/questioning-in-the-classroom
• “Think Aloud Strategy”: This online resource by Teacher Vision explains how students can think out loud as a strategy to help students solve problems. Teachers are encouraged to model this strategy with students.
  https://www.teachervision.com/problem-solving/think-aloud-strategy

Students Formulating & Posing Questions

• “Higher Order Questions: A Path to Deeper Learning”: This video from the Teaching Channel is an extension from the previously viewed “Writing Higher Order Questions.” The previous video showed how students formulate questions. This video shows how students pose questions.
  ​​​​​​​https://www.teachingchannel.org/videos/teaching-higher-order-thinking-skills
• “A Quick Look at the Frayer Model Strategy”: Teach HUB provides a brief description, the benefits, and steps of how to use the Frayer Model.
  http://www.teachhub.com/quick-look-frayer-model-strategy
• “Socratic Seminar”: The strategy guide by the National Council of Teachers of English explains the socratic seminar discussion technique. Socratic seminars are text-based discussions that are student led. In addition, the conversation in a socratic seminar are fueled by the questions that students are posing to their peers.
  http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html
• “Teaching Students to Ask Their Own Questions”: The two-page letter by the Harvard Education Publishing Group describe the Question Formulation Technique (QFT) as a strategy for students to formulate and refine questions.
  http://hepg.org/hel-home/issues/27_5/helarticle/teaching-students-to-ask-their-own-questions_507#home