This section of reading dealt a lot with types of questions. I already use reQuest questioning: on the lines (identification/comprehension), between the lines (drawing conclusions), and beyond the lines (inference/analysis) with varying degrees of success. I liked how in this section the demonstrated to scaffold these questions more than I normally do. I tend to jump ahead or want my students to just "get" all the levels when really we need to build on them. A drawback for this section is that it goes over a lot of differing types of questions. While it was nice for me to think about the types, I think it would be overwhelming to try to use all of the types of questions Wilhelm explains. It would be good for a school to set a questioning protocol so that students can transfer inquiry based questioning to other classes.
Our group utilized the protocol of "It says, I say, and so" for this section of reading. I liked this protocol because it helped me reflect on what my thoughts, beliefs, and actions actually are then how the reading influences me. I reflected on questioning students over a section of reading.
It says: "What are the most important details so far?" (139).
I say: "What happened in this section of reading?"
And so: I realize that I am actually asking my students for plot:what happened. I really want them to be thinking about the larger implications of the text by my word choice keeps us on the literal level. By asking for details rather than events the discussion shifts to more thematic and insightful topics. Wilhelm also suggests questions to help students take notice of the text. "What do you think the author wants us to know?" (136). This type of a question helps lead students to drawing conclusions and thematic connections. I think it would be especially useful in studying character and setting. This makes me think about the imagery Steinbeck uses in describing George and Lenny in Of Mice and Men. What is Steinbeck saying about Lenny's character when he is compared to a bear? What conclusion can be drawn from this comparison? Again, these questions shift the discussion from plot or on the line questions to more inferencing.
I was surprised to learn that "6 percent of graduating high school seniors are adept at seeing and justifying complex implied relationships and authorial generalizations" (145). I feel like I focus on this so much but when I look closely at my actual word choice I am leading my students more to simple comprehension. I firmly believe that the use of inquiry based learning will support my students in better being able to analyze more advanced relationships.
I like that you ask yourself what kinds of questions can you use to help kids go beyond the simple details of the book
ReplyDeleteI wish you had talked about why you do not ask the harder questions because I think that I do the same thing but I'm not sure if it's for the same reason.
I wish you would have maybe shared some of the questioning that you don't think would work with your kids and explain why (referencing paragraph 1). I loved the protocol, as this is one that is different from what others have used this week and I am excited to put it in my toolbox!
ReplyDeleteI liked that you gave an examples of the "It Says, I Say, and So..." I've heard this technique referred to, but have never understood it. Now I do. Yay! Add it to the toolbox.
ReplyDeleteLike Rob, I wish you would have shared out some of your experiences when you ask the "deeper" or "tougher" questions.