quality questioning july 24, 2012 1 renee’ yates, nbct
DESCRIPTION
You may remember…. Economics Economics 3TRANSCRIPT
Targets Recognize high level questions to
use with students and facilitate discussions & feedback to move students forward.
Promote questioning with students using engaging techniques and formative assessment activities.
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You may remember…. Economics
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Free Technology
http://www.polleverywhere.com/multiple_choice_polls/LTEyMDE5MDA0MDg
http://todaysmeet.com/Questions
Poll Everywhere Todays Meet4
Handout 1
Mostly 4’s - Nice Mostly 2-3’s - See suggestionsMostly 1’s – See me at the break!
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Handout 2
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What are some areas of questioning you do well?
And/orWhat are some areas of questioning you can improve on based on the survey results?
Todays Meet/Discuss with a partner…
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350 a day x 180 days = 63,000
(Only 5% or 17 would be considered higher level
questions)63,000 x 10 = 630,000
63,000 x 20 = 1,260,000
63,000 x 30 = 1,890,000Leven and Long, 1981
Habits Are Hard to BreakA teacher with 20 years of experience will have asked something like 1.2 million questions in her career. And when you’ve done something the same way, over a million times, it’s quite difficult to start doing it another way.
Wiliam (2003)
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Good Questions10
For example… Closed/Open Questions
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To which fact family does the fact 3 x 4 = 12 belong?
Describe the picture below by using a mathematical equation.x x x xx x x xx x x x
• They give you facts.
• They are easy to answer.
• They are quick to answer.
• They keep control of the conversation with the questioner.
• Is likely to receive a long answer.
• They ask the respondent to think and reflect.
• They will give you opinions and
feelings.• They hand control of
the conversation to the respondent.
OPENCLOSED vs 12
Creating Open Questions Turning around a question Asking for similarities and
differences Replacing a number/word with a
blank Asking for a number sentence Changing the question/extend the
answer
Turning Around a QuestionWhat is half of 20?
Instead Try: 10 is a fraction of a number. What could the fraction and the number be?
What is the hypotenuse of a right triangle if the legs are 3 units and 4 units?
Instead Try: One side of a right triangle is 5 units long. What could the other side lengths be?
Asking for Similarities/DifferencesHow is a square similar to a rectangle? How is it different?
How are the square root of 2 and the square root of 5 the same? Different?
Replacing a Number with a BlankFind the perimeter of a rectangle with a length of 31 and a width of 18.Instead Try: Choose a number for the length of a rectangle. Now choose a number for the width of a rectangle. What is the area of this rectangle?
Asking for a Number SentenceCreate a sentence with the numbers 3 and 4 along with the word “more”
Create a sentence that includes the words “linear” and “increasing” as well as the numbers 4 and 9.
Extending the QuestionAt the end of a student answer ask:How do you know? Or…What could…What might…Do you agree…why or why not?When would…
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Handout 3
Poll Everywhere
What will you try? http://www.polleverywhere.com/
multiple_choice_polls/MjA3MTAzNDI4Ng
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Other Considerations… Wait Time (3 seconds)
Cognitive Level of QuestionsRecallUseCreate
Questions need to focus on big ideas or curricular goals
Be sure to provide just the right amount of ambiguity
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What are the implications of asking good questions in a classroom?(Discuss at your table and write down two ideas on a post it note)
Reflection Time…..
Let’s take a BREAK!
http://www.youtube.com/watch?NR=1&v=m_7CKxCNHRk&feature=fvwrel
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23 How can teachers engage in asking good questions to their students?
(Discuss at your table and write down two strategies to create OPEN questions on a post it note)
Share your note with someone at another table.
How do we expect students to answer questions?http://www.youtube.com/watch?v=Boxsh_onY5E
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Nice quote: 25
“Quality questions create a quality life. Successful people (teachers) ask better questions, and as a result, they get better answers.” Anthony Robbins
Closed/Open Questions26
Handout 4&5
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A good question is framed in such a way that a variety of responses or approaches are possible.
Day Meyer… How to ask better questions?
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Dan Meyer on REAL WORLD math
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Handout 10
How can teachers engage in asking good questions to their students?
(Discuss at your table and write down one or ideas on a post it note)
http://todaysmeet.com/Questions
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Todays Meet or partner talk…
5 Principles for Effective Questioning
1. Plan to use questions that encourage thinking and reasoning.2. Ask questions in ways that include everyone.3. Give students time to think.4. Avoid judging students’ responses.5. Follow up students' responses in ways that encourage deeper thinking.
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Read and annotate the article with the following symbols:
Primas handouts….
Mark the text that affirms your prior knowledge with a check mark.
Mark the text that surprises you with an exclamation point.
Mark the text that you want or need to know more about with a question mark.
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Handout 6-9
Share in round robin fashion the content of your reading, along with the items you marked with the three symbols.
Share in the following order: Planning Including everyone Time to think Avoid judging Follow up
Primas handouts….discussion
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Poll Everywhere… http://
www.polleverywhere.com/multiple_choice_polls/LTIwMDk0NDY3MzM
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What are the implications of asking good questions with students?(Discuss at your table and write down two ideas on a post it note)
http://todaysmeet.com/Questions
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Todays Meet/Turn and Talk
Connect to CHETL card… MY FAVORITE NO…
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Each person at table select a different section of the CHETL card. Read over your section.
My Favorite No…Formative Assessment Strategy
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While watching the video clip, check which statement you observe from the lesson. prepared to share at the end.
https://www.teachingchannel.org/videos/my-favorite-no?fd=0
LUNCH TIME! 38
Effective QuestioningSelf assessmentCognitive level of questionsClosed vs Open QuestionsMy Favorite No
This afternoon- Asking questions through 10 formative assessment/student engagement strategies
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This morning we…
Questioning through student engagement… 10 strategies.
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Showdown Students answer questions without help. Teams then share, check, and coach.Teams each have a set of question cards stacked face down in the center of the table. 1. Teacher selects one student on each team to be the Showdown captain for the first round. 2.Showdown Captain draws the top card and read the question.3.Working alone, all students write their answers.4.When finished, teammates signal they’re ready.5.The Showdown Captain calls “Showdown”.6.Teammates show and state their answers.7.Showdown Captain leads checking.8.If correct, the team celebrates; if not, teammates coach, then celebrate.9.The person on the left of the Showdown Captain becomes the Showdown Captain for the next round.
Renee’ YatesRegional Content Specialist
Kentucky Department of EducationOffice of Next Generation [email protected]
Mobile 859.583.4350 Follow me on twitter @ryates2
Thank you for participating today.
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Math Talk Video clip43
http://www.mathsolutions.com/MathTalk/videos/CRD_Gr6.html
Engineering an Effective Discussion
44 Handout
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TASK(Using crayons)Students were
given this sheet and were ask to come up with different ways to make
10.
Handout
Student work samples46
Is this a good question, does it allow for interpretation and multiple responses?
Can you anticipate what you are going to see in the student work?
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Organize this student work in the order in which you think would foster an effective discussion in the classroom.
Make notes on your papers to defend why you chose that order.
Engineering effective discussion
Monitoring Tool
How would you use the monitoring tool to help engineer effective classroom discussion?
Handout
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5 Practices for Effective Whole Class Discussions pg. 550
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1. Anticipate student responses to challenging mathematical tasks.
2. Monitor students' work on and engagement with the task.
Handout
Effective Discussion Continues…
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3. Select particular students to present their mathematical work.
4. Sequence the student responses that will be displayed in a specific order.
5. Connect different students’ responses and connect the responses to key mathematical ideas.
Questioning
On Average, a teacher asks 400 questions a day (one third of their time)
Most of the questions are answered in less than one second (Hastings, 2003)
60% recall facts and 20% are procedural (Hattie, 2012)
IRE structure is dominate (Initiate – respond –evaluate)
Most answers are right or wrong
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Students asking Questions
Teachers take up to two-thirds of the classroom talk time. Students are “talk-deprived” (Alvermann et al., 1996)
Student discussion increase retention as much as 50%. (Sousa, 2001)
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Engaging Students in Effective Questions
Learning to use effective questions requires students to develop:1. Knowledge2. Skill3. Will
Advancing Formative Assessment in Every Classroom (Moss and Brookhart, 2009)
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QuestioningFocus for today55
Warm-up:The Best Question Ever
•As a table group, take a good look at the postcard you have been provided.•If you could ask this person/people only one question, what would it be?•The goal is to learn as much as you possibly can about who this person really is. Your question should not be too broad, nor too limiting.
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