<\/p>\n
What is Purposeful Questioning?<\/b><\/h2>\n
Manageable data, which you can receive through a variety of means, with purposeful questioning being one of those means. At the heart of purposeful questioning is planning. Do you know what you\u2019re going to be asking your students in class the next day? Are you looking at <\/span>formative<\/span><\/a> information and dissecting their learning journey within each lesson? Did they retain what you taught? We should be using the formative questions practices as a guide for our instruction.<\/span><\/p>\n <\/p>\n Here is some insight into chorus questioning versus purposeful questioning.<\/b><\/p>\n <\/p>\n A common example of chorus questioning is a teacher sitting at the front of the classroom posing a question to the entire class. That teacher <\/span>might<\/span><\/i> receive a handful of answers. As teachers, it\u2019s no secret that we have a lot of resources that we\u2019re using at that moment to see who\u2019s responding and who is not. Unfortunately, we\u2019re not left with a lot of information at the end of the lesson. <\/span><\/p>\n If you as the teacher pose a question and a handful of students respond aloud are you able to easily decipher between the responses to filter the students that respond incorrectly? Do you notice how many kids don\u2019t say anything at all? On some level, you as a teacher might have a gut feeling about your student\u2019s level of understanding. <\/span>But is that gut feeling valid? Is it a confirmation bias? <\/i><\/b><\/p>\n There are tons of interactive activities that Nearpod has available. As you\u2019re going through your lesson, you can weave those activities in your lesson. At the end of your lesson, all of the data is <\/span>ready for you<\/span><\/a>.<\/span><\/p>\n <\/p>\n <\/p>\n <\/p>\n The lecture method is leaving us for the most part and we have to think about <\/span>why.<\/span><\/i> Why was the lecture method relevant in the first place? It was relevant because at the time, the only source of material was the instructor and we had to be the abrituror of all knowledge. Now, our students have supercomputers in their pockets. How much do we want to fight that supercomputer and how much do we want to embrace it? How much do we want to struggle against those attention spans and how much do we want to use them to our advantage?<\/span><\/p>\n <\/p>\n We have heard concerns from teachers that they feel if they don\u2019t say it, they\u2019re afraid their students aren\u2019t going to hear it. <\/span><\/p>\n For those that see this shift as scary and overwhelming, I encourage you to perceive this as freedom. You are not bound to those same expectations of spending time at the front of the classroom all day. If you\u2019re delivering a stand-up lecture for 40 minutes a day each period, is your last class really<\/i> receiving the best instruction from you? <\/span><\/p>\n It\u2019s time to re-evaluate who is doing the most work in the classroom to ensure they are indeed learning the material you work so hard to prep!<\/span><\/p>\n <\/p>\n <\/p>\n When you embrace your students love of devices, you\u2019re teaching integrated <\/span>digital citizenship<\/span><\/a> which is a transferable skill. <\/span><\/p>\n <\/p>\n![\"\"](\"https:\/\/nearpod.com\/blog\/wp-content\/uploads\/2018\/04\/Post1.jpg\")
<\/p>\nPurposeful Questioning Takeaways:<\/b><\/h3>\n
\n
\n
\n
\n
\n
Shifting Roles from Presenter to Facilitator:<\/b><\/h3>\n
![\"\"](\"https:\/\/nearpod.com\/blog\/wp-content\/uploads\/2018\/04\/Post2.jpg\")
<\/p>\nShifting Roles Takeaway <\/b><\/h3>\n
\n
\n
Classroom Management<\/b><\/h3>\n
![\"\"](\"https:\/\/nearpod.com\/blog\/wp-content\/uploads\/2018\/04\/Post3.jpg\")
<\/p>\nClassroom Management Takeaway<\/b><\/h3>\n