Asking the right question is an integral part of engaging students in learning. The right questi0n is congruent to the objective. It is accurate, clear, planned, and encourages all students to respond with something other than a “yes” or “no”. Benjamin Bloom tells us that students who ‘process’ and ‘practice’ will learn. According to Bloom, “In general, about 20% of the variation in achievement of individuals is accounted for by their participation in the classroom learning process. The amount of active participation in the learning is an excellent index of the quality of instruction.” – Benjamin Bloom, Human Characteristics & School Learning. Active participation allows information to be processed so the learner can reveal what they know, what they don’t know, how they are linking background knowledge with newer concepts, and if their fundamental misconceptions are getting in the way of understanding.
Formative Assessment: Critical Attributes of HINGE Questions
Dylan Wiliam “Characteristics of Quality Hinge Questions” Educational Testing Service August 27, 2007) speaks about Hinge questi0ns as a way to ask the right question. A Hinge question…
– is based on the content piece of the daily objective that students must understand before you move on in the lesson.
– is congruent with the level of thinking stated in your objective.
– is asked at critical times in the lesson. You may have more than one hinge question or the same hinge question may be repeated.
– is a benchmark. Every student MUST be able to respond to the hinge question. The teacher must be able to quickly and effectively collect, interpret, and diagnose the responses from all students before moving on.
The Power And Opportunity Of Technology
Google Forms, Kahoot, Google Classroom, Comic Life, and Blackboard Discussi0n Board are few of many ways teachers can ask a question they might say aloud in a classroom setting. Asking the question the same way and responding the same way is c0nsidered substitution according to the SAMR model by Dr. Puentedura. The thinking would be to leverage technology to the modification level to transform the learning vs. just enhancing it. A few ways a teacher might be able to do this is to first think about the content, pedagogy, and then technology as a means for significant task redesign. A few questions a teacher might ask themselves to guide them in this process might be:
- How might this questi0n and task connect to previous learning and how can technology leverage this learning?
- How are students interacting with each other that would not have been possible with0ut technology?
- Can I use more than one application to streamline and enhance the learning that would not have been possible without the technology?
- How might the question I am asking allow for the student to redesign their thinking and learning?
- Referencing Bloom’s Taxonomy, how can I use question stems from Create, Evaluate, and Analyze to assist in my question creation?
- How do I involve the student to take ownership of their learning and create engaging dialogue?
Combining the pedagogy around developing and asking questions at the correct cognitive level combined with technology, enhances the learning opportunity for the student and provides a richer experience for all students.