- Houston Independent School District
- Effective Practices
- I-4 Higher Level Thinking
- Student-Generated Questions
OLD-Professional Development
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Effective Practices
- PL Toolkit
- PL-1 Develops Student Learning Goals
- PL-2 Data-driven instruction
- PL-3 Design Effective Lesson Plans, Units & Assessments
- I-1 Objective Driven Lessons
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I-2 Check for Understanding
- Assess Mastery
- Begin with the End
- Checkpoints
- Chunking Text
- Closure
- Cold Call
- Exit Ticket
- Graphic Organizer
- Guided Practice
- Non-Verbal Signals
- Open-Ended Responses
- Post It
- Randomizing Responses
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student Conferences
- Student-Generated Questions
- Teach Back
-
I-3 Differentiation
- Chunking Text
- Double Plan
- Exit Ticket
- Flexible Grouping
- Graphic Organizer
- Grappling
- HOT Question
- Independent Practice
- Leveled Text
- Multimedia
- Open-Ended Responses
- Post It
- Product Menus
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student-Generated Questions
- Take a Stand
- Tiered Assignments
- Workstations
- I-4 Higher Level Thinking
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I-5 Maximizing Instructional Time
- 100 Percent
- Academic Posture
- Call and Response
- Cold Call
- Do Now
- Entry Routine
- Exit Routine
- Job Assignments
- Material Organization
- Non-Verbal Interventions
- Non-Verbal Signals
- Open-Ended Responses
- Pacing Tools
- Right is Right
- Stretch It
- Strong Voice
- Student Conference
- Teach Back
- Tight Transitions
- Work the Clock
- Workstations
- I-6 Communicating Content/Concepts
- I-7 High Academic Expectations
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I-8 Student Engagement
- Academic Posture
- Call and Response
- Closure
- Cold Call
- Do Now
- Engage and Connect
- Graphic Organizer
- HOT Question
- Independent Practice
- J-Factor
- Job Assignments
- Leveled Text
- Non-Verbal Signals
- Open-Ended Responses
- Product Menus
- Randomizing Responses
- Real-World Connections
- Reinforcers
- Structured Peer Conversation
- Student-Generated Questions
- Workstations
- Work Hard, Get Smart
- I-9 Classroom Management
- I-10 Classroom Climate
- Literacy Routines
- Academics
- Swivl Pilot Program
- Professional Development
Description
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Student-Generated Questions are intended to allow students to display a deeper understanding of the objectives and develop independent learners. When students generate their own questions about a story, text, problem, or topic, it arouses student interest and gives them a purpose for reading. Regardless of content, learning is driven by inquiry. For this effective practice, students use new content from the lesson to generate questions for their peers to answer, for their own study purposes, and/or to inspire future learning. Students may depend on their questions for content review, and recalling prior knowledge can be activated by self-questioning. Creating a classroom where students generate authentic questions is an important strategy for teaching and learning. Student-Generated Questions allow students to demonstrate an understanding of the content, clarify content, make connections to other content, and reflect on learning.
- Choose the objective(s) students will be learning.
- Determine the purpose of the Student-Generated Questions within the lesson.
- Develop a use for the Student-Generated Questions. Will they be part of a later assessment? An exit ticket? A discussion in small group?
- Establish procedures and expectations for how students will generate and present questions. Students should see both examples and non-examples.
- Discuss this technique with students explaining why and how generating questions will be useful to them.
- Provide examples of Student-Generated Questions with expectations, and model the technique.
- Allow opportunities for students to develop and ask questions during the lesson.
- Allow time for students and/or the teacher to review and respond to Student-Generated Questions in a thoughtful manner. Students should be given opportunities to give anonymous feedback.
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Alerts
Make sure that question stems are scaffolded by student level.
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Quick Tips
Allow students to use question stems for the development of questions.
Teach students rigorous levels of questions by teaching them the levels of Bloom's Taxonomy.
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Other Strategies
Question and Answer Pair
In Question and Answer Pair, two students work together to develop and answer questions on a specific concept.
Post-It Questions
Students generate questions on Post-It notes during the lesson and answer them at the end. Post-Its work well because they can be manipulated. Teachers can have students write these questions as they come up in the lesson and they can bring questions to the board, stick it to their desk, or place them in a “parking lot”.
Technology can also be used with Padlet or TodaysMeet for students to post questions.
Request Strategy
The Request Strategy or reciprocal questioning provides the teacher and the student opportunities to ask each question to each other after reading.