Lesson Plan – Open Ended Questioning

Lesson Plan – Open Ended Questioning

Part 1: Questioning Guide

ACTIVITY #1: https://www.youtube.com/watch?v=aN3aGtjDXS8

Pretend you show this book to your students. How cool! An Astronaut is reading to your class!

Open-Ended Questions for A Moon of My Own

1. What do you think the moon feels like when the girl is with it? Why do you think that?
2. How would you describe the adventures the girl has with the moon?
3. If you could go on an adventure with the moon, where would you go, and what would you do together?
4. What do you think causes the moon to change its shape? What do you feel about those changes?
5. In your opinion, what does the girl get to learn from the moon?
6. What would you feel if you were out in space looking at the earth? What would you like to observe?
7. Can you picture a new story where the girl and the moon are traveling to a new planet? What happens on that planet?
8. What part of the story do you enjoy the most and why?
9. In what way does the girl express herself about the moon?
10. What would you ask if the moon were to start speaking to you and you could ask it questions?

ACTIVITY #2: Blocks/Construction Learning Center

Blocks are always the class star and should have plenty of materials to explore. Added to this center for the unit. TTW (THE TEACHER WILL) provide images of rocket ships, rocket boosters, rocket launchers, and shuttles. TSW (THE STUDENT WILL) recreate using blocks. TTW add rockets and space ships and planes to the center for the week. TTW add magnatiles and metal cans for rocket building. TSW measure how tall they build their rockets and take notes with numbers.

Open-Ended Questions for the Blocks/Construction Learning Center

1. What materials do you think are the best for building a rocket?
2. How tall do you think we can build our rocket? What will we need to do to reach that height?
3. What rocket are you building? What are the characteristics of the rocket?
4. If you could design your rocket to be exactly as you wanted, what would you do to it? Why?
5. In your opinion, how does a rocket reach space?
6. What are the effects of placing the blocks at higher levels? How can we ensure that it is more stable?
7. How can the images of rockets be used to inspire the designs that we are creating? What do you observe about them?
8. If you had a chance to travel in your rocket, where would you go?
9. Imagine that you are going to make your rocket launch higher, how will you do it?
10. In what way is collaboration with your friends beneficial in building better rockets?

ACTIVITY #3: Dramatic Play/Learning Center/Pretend and Learn

TTW add a black backdrop with planets. TSW pretend they are in a space ship and in space and the center is mission control.

Open-Ended Questions for the Dramatic Play/Pretend and Learn Center

1. What do you think it feels like to be in a spaceship? Can you describe it to us?
2. If you could choose any planet to visit, which one would it be, and what do you think you would find there?
3. What means do we use to relay information to the mission control? In your opinion, what signals do we have to give?
4. How fun do you think traveling through space is?
5. In your opinion, how do astronauts train for a space flight?
6. If you were to pack a space bag, what would you include in it?
7. What do you suppose we would be able to hear in a spaceship?
8. If you were the captain of this spaceship, what laws would you make for your crew?
9. What strategies can be employed to foster problem-solving in space as a team?
10. What do you believe happens if we run out of fuel in space? What would we do to get back home?
11. Can you demonstrate to me how you would float in space? What do you think it would be like to be able to walk around with no gravity?

Part 2: Reflection on Open-Ended Questioning

Interacting with children during center activities is not just an approach to teaching, it is the pulse of a quality learning process. When teachers engage children in play, they create an environment in which every child is protected, supported, and listened to by their peers (Cheung, 2020). This is not just supervision but observation, listening, and responding to children’s interests and concerns. Thus, through playing, educators can adjust their actions to the child’s age and interests (Bahar et al., 2021). This active participation fosters a healthy classroom community where children can freely express themselves and work with others, which forms the basis of social and emotional development.

Open-ended questioning is one of the most effective approaches that can be used to improve the learning and development of children in preschool. Closed questions are those that elicit a simple ‘yes’ or ‘no’ response, while open-ended questions allow the child to explore more of their feelings. These questions create the desire to learn and foster deeper thinking about concepts and ideas. For instance, when children are encouraged to explain their creative rocket designs or create new stories about space, they use higher-order thinking skills, evaluating, integrating, and coming up with stories from what they know. It does not only enhance cognitive development but also language development since children use words to express their ideas in more complex ways (Bahar et al., 2021). The act of putting their thoughts into words assists in consolidating the knowledge and fosters critical thinking, which in turn enhances the learning process.

Teacher interaction during center activities is central to the development of the children’s imagination and critical thinking abilities. When educators engage themselves and ask questions, they foster an environment that encourages innovation and exploration (O’Reilly et al., 2022). For example, a teacher may ask children questions such as how they can change their block structures to make them more stable. It is not only useful for generating ideas but also for group problem solving as children can find out that there are many ways to solve a problem. This interactive dynamic fosters creativity since children feel encouraged to try new ideas and take more risks in their learning (O’Reilly et al., 2022). The balance between direction and choice creates an environment where creativity is encouraged, and children start to perceive problems as a possibility to discover new things.

Besides the many advantages of constant involvement and asking questions, teachers face some difficulties sustaining such interaction. One common challenge is that children get fully absorbed in play, which is a major concern since it denies the child a chance to learn. To address this, educators should strategically place themselves at the center of the children so that they can easily interject and promote meaningful discussions. Further, the time factor that is always limited in a busy classroom may limit the extent to which the teacher can engage with each child. To overcome this, teachers should set objectives of interaction during center time and ensure that they achieve the set goals in the least amount of time (O’Reilly et al., 2022).

Another difficulty concerns engaging in children’s play without interfering with the play process itself. Educators have to ask open-ended questions and, at the same time, let the children guide their learning process. In this way, the teacher can ask questions that will encourage discussion and allow the children to come up with ideas and thus create an environment that is stimulating for learning and also where children feel that they are in charge of the play (Morgan et al., 2022). This balance of guidance and independence is important in supporting young learners’ agency and promoting their ability to take responsibility for their learning process (Morgan et al., 2022).

In conclusion, active participation and the use of open-ended questions are essential to early childhood education. They help develop the child’s cognitive and language skills and their creativity, problem-solving capabilities, and social skills. It is also worth noting that there are barriers to meaningful interactions; however, various strategies can help educators overcome them. Finally, it is crucial to foster an effective learning environment that is engaging and sensitive to children’s needs to enhance the learning process and foster children’s development as active, confident, and competent learners.

References

Bahar, A. K., Maker, C. J., & Scherbakova, A. (2021). The role of teachers’ implementation of the Real Engagement in Active Problem Solving (REAPS) model in developing creative problem solving in mathematics. Australasian Journal of Gifted Education, 30(2), 26-39.

Cheung, P. (2020). Teachers as role models for physical activity: Are preschool children more active when their teachers are active?. European Physical Education Review, 26(1), 101-110. https://doi.org/10.1177/1356336X19835240

Morgan, L., Close, S., Siller, M., Kushner, E., & Brasher, S. (2022). Teachers’ experiences: Social emotional engagement–knowledge and skills. Educational Research, 64(1), 41-59. https://doi.org/10.1080/00131881.2021.1988865

O’Reilly, C., Devitt, A., & Hayes, N. (2022). Critical thinking in the preschool classroom-A systematic literature review. Thinking skills and creativity, 46, 101110. https://doi.org/10.1016/j.tsc.2022.101110

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Guiding Children’s Social Development and Learning: Theory and SkillsLinks to an external site.

by Marjorie J. Kostelnik, Ph.D; Anne K. Soderman, Ph.D.; Alice Phipps Whiren, Ph.D.; Michelle L. Rupiper, Ph.D.9th Edition

my book link: Yuzu Reader: Guiding Children’s Social Development and Learning: Theory and Skills

Watch this video: FAQ What are open-ended questions? (youtube.com) FAQ What are open-ended questions? (youtube.com)

As we learned in the text and video, any high-quality classroom and effective teaching of early childhood domains begins with a teacher who can skillfully facilitate questioning. Open-ended questioning doesn’t need to be confined to storytime—it provides opportunities to check for understanding and extend learning throughout the entire day. Avoid single words or yes or no questions and questions with one concrete answer.

One of the best aspects of open-ended questioningLinks to an external site. is that it transforms you into a master of Bloom’s Taxonomy. Early childhood practitioners inherently know and apply Bloom’s levels of thinking better than most educators because we ask questions all day long! Asking questions is essential in early education because it stimulates curiosity, encourages exploration, and fosters cognitive development in young children. It also helps manage behaviors and guide children into making thoughtful decisions. Best practice in early education dictates children should be engaged in open ended PLAY BASED activities for the BULK of their day!

Thoughtful questions enable children to engage more deeply with materials, promoting critical thinking and problem-solving skills. Educators can move beyond simple recall questions to lead children toward higher-order thinking, helping them connect ideas, analyze information, and develop creativity. Questioning is also crucial for language development, as it encourages communication and allows children to articulate their ideas and reasoning. This interactive approach supports a child’s holistic growth, laying a strong foundation for lifelong learning.

Questioning is the how behind what an early educator does in the classroom to teach. We create centers, games, readings, and activities, and—when done effectively—we allow children to explore the materials and guide their own learning through discovery. Thoughtful, open-ended questioning supports this exploration by encouraging children to think critically, connect ideas, and express their thoughts. It’s not through worksheets and workbooks that we achieve this; it’s through play, discovery, and purposeful questioning, one of the most powerful tools in our teaching toolbox.

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Have you looked closely and studied a preschool lesson plan for 3-5-year-olds?  This is an example of a planned model lesson plan we use in CPDC with our FrogStreet Curriculum.

OPEN AND STUDY THIS PLAN:  Early Childhood Lesson Planning Preschool Example SPACE-1.docx.pdfDownload OPEN AND STUDY THIS PLAN:  Early Childhood Lesson Planning Preschool Example SPACE-1.docx.pdf

For this assignment, we will use three assigned activities from this lesson plan and create open-ended questions from the activities. One of the biggest tricks of the trade is creating questions ahead of time. Whether they are center-specific or for a book walk, asking appropriate questions is one of the main ways early educators engage in the classroom. We don’t have lecture-style classrooms – we are on the go facilitating and scaffolding to every child. It’s how we check for understanding, deepen learning, and help promote social and emotional skills. It’s also how we can develop an emergent curriculumLinks to an external site. to see and dig deeper into their interests.

PART 1 of the ASSIGNMENT: For this assignment, you will Create a Questioning Guide: Based on the selected activity, develop a list of at least TEN questions that align with the different levels of Bloom’s Taxonomy. (Do you remember Bloom’s from your other education coursework?)Links to an external site. Your questions should guide preschoolers through more profound levels of thinking. Use your imagination! What questions might come up and be appropriate for your classroom? Refer to the examples of Bloom’s levels below to formulate your questions.  (Refer to more Bloom’s refreshers online if necessary!)

For Example:

1. Remembering: Who are the main characters in the story? Encourages recall of critical details from the text.
2. Understanding: Can you explain why the character felt sad when they lost their toy? It helps children grasp the cause-and-effect relationships in the story.
3. Applying: What would you do if you lost your favorite toy like the character? Allows children to relate the story to their personal experiences.
4. Analyzing: What would have happened if the character had shared their toy from the beginning? Encourages children to consider alternative outcomes.
5. Evaluating: Do you think the character made a good choice by helping their friend? Why or why not? Promotes judgment and reasoning about the character’s decisions.
6. Creating: Can you make up a new ending to the story where the character finds a new toy? Stimulates creativity and imaginative thinking by encouraging children to develop their own narrative.

These questions move children through different levels of thinking, from recalling basic facts to creating new ideas based on their understanding.

Copy and paste these activity blanks into a word document. Upload the completed document with the three activities and one reflection for grading.

ACTIVITY #1:https://www.youtube.com/watch?v=aN3aGtjDXS8Links to an external site.– Pretend you show this book to your students. How cool! An Astronaut is reading to your class!

Create a list of 10 open-ended questions you could ask your PreK4 year-olds about the story in the video.

ACTIVITY #2: Blocks / Construction Learning Center
Blocks are always the class star and should have plenty of materials to explore. Added to this center for the unit. TTW (THE TEACHER WILL) provide images of rocket ships, rocket boosters, rocket launchers, and shuttles. TSW (THE STUDENT WILL) recreate using blocks. TTW add rockets and space ships and planes to the center for the week. TTW add magnatiles and metal cans for rocket building. TSW measure how tall they build their rockets and take notes with numbers.

Create a list of 10 open-ended questions you could ask your PreK4-year-olds while engaging and playing in the block center.

ACTIVITY #3:  Dramatic Play / Learning Center / Pretend and Learn
TTW add a black backdrop with planets. TSW pretend they are in a space ship and in space and the center is mission control.

Create a list of 10 open-ended questions you could ask your PreK4 year-olds while learning, engaging, and playing in the Pretend and Learn center.

PART 2 OF THE ASSIGNMENT: Reflection (300-500 words): Write a reflection using these prompts after creating your questioning guide.

1. Why is it important for teachers to actively engage with children during center activities in early childhood classrooms?
2. How does open-ended questioning enhance children’s thinking and learning in preschool?
3. How can consistent teacher engagement during centers foster children’s creativity and problem-solving skills?
4. What challenges might teachers face in maintaining continuous engagement and open-ended questioning during classroom time, and how can they overcome them?