Coaches use questions as tools to support
planning, problem-solving, and reflection.
Broad questions like, “What did you notice during the lesson?” can be
followed up with questions that dig deeper, like, “Why do you think that
is?” to encourage closer examination. Deep questions encourage the teacher to sift
through ideas and information. Consider how questions like the following might
encourage critical thinking and support insight:
·
What would need
to change in order for that to happen?
·
When have you
done something like this before?
·
What does this
remind you of?
Deep, probing questions can explore
opinions, ask for predictions, investigate processes, reconsider conclusions,
target capabilities, make connections, recognize patterns, force one to look
ahead, surface new questions, uncover concerns, provide perspective, challenge
assumptions, and look at long-term benefits. Pause and think of a question or
two that corresponds to one of these roles.
Another opportunity for asking probing
questions is to have a reflective conversation with a teacher about a lesson
that you didn’t observe. You will want to ask authentic, targeted questions
such as, “How did students respond when…” because you weren’t there and you
want to know! The teacher will dig into her memory so that she can give you a
full picture of the lesson. Following up with specific why and how questions
will help the teacher examine and evaluate the learning. Deep, specific
questions about a lesson you didn’t observe can build a teacher’s capacity for
reflection.
Deep questions penetrate surface answers and
take thinking to a more precise level. During a planning conversation, when a coach
asks, “What might you hear students saying if they understand that concept?”
she invites consideration of the measurement of learning targets. Her question
takes what the teacher has just said (about her goals for students) and
encourages the teacher to dig deeper (how are you going to know they’ve got
it?). Similarly, in a reflective conference after a lesson, a coach might
follow up on a teacher’s comment, “They just don’t get it!” with the probing
question of, “What are some examples of students’ confusion?” In these
examples, questions lead to concrete examples of what could be and what has
been that clarify the teacher’s understanding. Questions that ask for
concreteness or request clarification can be used whether or not you’ve observed
the lesson. Our precise questions invite precise responses and express our
genuine curiosity about the complexity of teaching.
This week, you might want to take a look
at:
Golden
rules for engaging students:
https://www.teachthought.com/pedagogy/6-golden-rules-for-engaging-students/
Prompts
for when young readers get stuck:
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