Questioning Strategies

Questioning Strategies 
Explore each of the 8W’s. Click on
the link for each of the Ws below to read about about this aspect of inquiry.
§ Watching (Exploring) asks students to explore and become observers
of their environment. It asks students to become more in tune to the world
around them from family needs to global concerns.
§ Wondering (Questioning) focuses on brainstorming options, discussing
ideas, identifying problems, and developing questions.
§ Webbing (Searching) directs students to locate, search for, and
connect ideas and information. One piece of information may lead to new questions
and areas of interest. Students select those resources that are relevant and
organize them into meaningful clusters.
§ Wiggling (Evaluating) is often the toughest phase for students.
They’re often uncertain about what they’ve found and where they’re going with a
project. Wiggling involves evaluating content, along with twisting and turning
information looking for clues, ideas, and perspectives.
§ Weaving (Synthesizing) consists of organizing ideas, creating
models, and formulating plans. It focuses on the application, analysis, and
synthesis of information.
§ Wrapping (Creating) involves creating and packaging ideas and
solutions. Why is this important? Who needs to know about this? How can I
effectively convey my ideas to others? Many packages get wrapped and rewrapped
before they’re given away.
§ Waving (Communicating) is communicating ideas to others through
presenting, publishing, and sharing. Students share their ideas, try out new
approaches, and ask for feedback.
§ Wishing (Assessing) is assessing, evaluating, and reflecting on the
process and product. Students begin thinking about how the project went and
consider possibilities for the future.
Habits of Mind
§  1. How do you know what you know? What’s the evidence?
Is it credible?
§  2. What
point of view are you hearing, seeing, reading? Who
is the author? Where is she/he standing? What are his/her intentions?
§  3. How
are things connected to each other? How does “it” fit in? Where have you heard or
seen this before?
§  4. What if...? Supposing that…? Can you imagine
alternatives? How might things be otherwise?
§  5. What
does it have? Why is this important? Who cares?