The educator recognizes the impact of asking probing questions to help students explain their thinking and applies this method of encouraging discourse in whole group, small group, and individual instructional practices.
Empirical evidence supports the theory that student learning increases when thinking is made visible. To build critical thinking, students need to be able to articulate and illustrate how they think about concepts, what strategies or information they use to build understanding, and why they selected a particular strategy or approach.
Probing questions are a feature of the Socratic method of using questions and answers to challenge assumptions and expose contradictions, which leads to new knowledge (Cotton). Examples of probing questions can be found in the resources section.
“Learning is a consequence of thinking and students’ understanding of content increases when they think through and with the concepts and information they are studying” (Ritchhart & Perkins, 2008).
“We learn from those around us and our engagement with them” (Ritchhart & Perkins, 2008). By making thinking visible, students are able to internalize principles, construct specific inference rules for solving problems, and become aware of misunderstandings and lack of understanding, all of which result in learning (Franke, Megan, Webb, & Chan, 2007).
Source provides examples of probing questions based on student responses and teacher intent.
Examples of probing questions designed to help students think critically about Reading.
Teacher-led reading and math instruction designed with the depth and rigor required by today’s standards. Includes interactive, engaging activities that reinforce foundational knowledge and build conceptual understanding for students. Built to support teachers during whole group, small group and individual instructional practices.
This dissertation examines the effects of teachers’ types, quality, and quantity of questions on middle school students’ knowledge of algebraic concepts.
The following are items you must submit to earn this micro-credential. Evaluation criteria are included. To earn this micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.
(300-word limit for each response)
Please submit one video OR audio recording that illustrates your ability to ask probing questions and provides evidence that doing so contributed to developing students’ thinking.
(200-word limit for each) Based on the lesson you used to illustrate your ability to incorporate probing questioning into instruction, submit two student reflections that address the following question:
(300-word limit total) Provide a reflection of your learning using the following questions:
- ex. Did the number of higher-order questions used increase from your initial plan?
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