Rigor By Design, Not Chance: Chapter 2

 Kenneth Miller

EDM 517

Dr. Walsh-Moorman

10-29-23

The main topic tackled by Hess in Chapter 2 of her book Rigor by Design, Not Chance is the role effective questioning plays in the classroom. She starts by discussing the “Art of Questioning.” The “Art of Questioning” involves probing different questions for different purposes and how these questions promote deeper thinking amongst students. Hess breaks down these probing questions into three categories: question sequencing, Socratic questioning, and genius hour. Question sequencing can be described as a class conversation between students and the instructor about content that has been read independently. “Asking students for their personal reaction to content, rather than beginning with a few basic recall questions, engages all students in the discussion right from the start” (Hess, 2023, p.23). This approach leaves the students to expand on a wide variety of topics within the literature rather than be confined to the issues that pertain to questions asked by the teacher. They can provide new perspectives and help others get out of their comfort zone.  

Another technique associated with this educational approach is Socratic questioning. Socratic questioning and question sequencing are similar in that both techniques allow students to interact with their peers, but Socratic questioning limits the teacher's involvement in the conversation. While teachers will pose questions to help get the conversation rolling, they are to act as more of an overseer rather than the leader of the conversation. “Student-led Socratic seminars (also called Socratic Circles) put students in greater control of the direction of their own learning, with the teacher acting as a strategic coach” (Hess, 2023, p. 34). While it is essential to ensure students treat each other respectfully, teachers do their best to sit back and let the students discuss their opinions about the content so they can learn from one another. The final technique, “Genius Hour,” involves students coming up with questions that students then pick via vote or assigned by the teacher to individuals or groups. The ultimate goal of the “Genius Hour” is to get students to dive deeper into literary topics, obtain knowledge from others, and share their perspectives. 

After sharing these three methods of probing questions, Hess provides four tips that promise to make these questions effective in an academic environment. The first tip is to practice using wait (and think) time. Give students the time to think about their answers so that they can provide the class with meaningful feedback rather than forcing them to spit something out that adds little to nothing to the conversation. The second piece of advice is to brainstorm without judgment. This method requires teachers to keep a record of topics along with the questions and answers associated with them. Recording this classroom participation allows students to investigate further and build off of the work they have previously done. The following technique asks students questions in unison rather than boiling them down to individual answers. Although a majority of the students may have an understanding of the topics at hand, others may still need to, so it is essential to ask before moving on to the next topic.  “Teachers can quickly check for understanding in-person and virtual classrooms using various hand signals…” (Hess, 2023, p. 35). With hand signals and innovative technology, teachers can create games to promote learning in a fun and competitive environment. For example, teachers may divide students into teams where they use hand signals to answer yes or no questions.

Students can earn their team points by answering questions correctly to engage learners before moving into a Socratic discussion or an independent writing assignment. Research conducted within the Pennsylvania public school system by Eric Zeglen and Joseph Rosendale supports this notion. “To ensure a quality experience and education, instructional designers and faculty must design the content in a manner that takes advantage of technological features and uses reliable pedagogical approaches” (Zeglen & Rosendale, 2018, p.29). Her final tip is to model curiosity while making your thinking visible.” Finding ways to get students to stay engaged by guiding them through their thought process as they explore deeper into the ideas of the text. This tends to keep learners entertained rather than looking for what is perceived to be the “right” or “wrong” answer. Hess suggests teachers should “Include unique and interesting words in your questions or startling facts and quotations that will automatically pique student interest.” 

Overall, the main focuses of Hess in chapter two require teachers to have positive relationships with their students and the ability to provide the students with an avenue to express themselves among their peers. Positive interactions in the classroom promote a positive learning environment that encourages students to share their perspectives while learning from others. When an instructor can facilitate intriguing questions that keep students engaged, it gives them an excellent opportunity to discuss and dive deeper into topics related to the text. 

References:

Hess, Karin. (2023).  Rigor by Design, Not Chance: Deeper Thinking Through Actionable Instruction and Assessment. ASCD ASSN SUPERV CURR DEV, 2023. 

Zeglen, E., & Rosendale, J. (2018). Increasing online information retention: analyzing the effects. Journal of Open, Flexible, and Distance Learning, 22(1), 22-33.