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Questioning Techniques

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by

Jessica McCreary

on 15 December 2011

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Transcript of Questioning Techniques

5
Productive Talk Moves X ? Good questions help generate student thinking. Quality class discussions help students hear other viewpoints. When both are done well, the results can be magical for student learning. Audience:
Middle school math teachers who know how to design quality tasks and assignments to support student learning, but whose facilitation skills with class discussions are directive and teacher centered. As a result, students are passive, heavily dependent on the teacher, and the teachers work harder than the students to make meaning. Revoicing Restating Reasoning Prompting Waiting ? ? ? ASKING THE RIGHT QUESTION, AT THE RIGHT TIME, IN THE RIGHT WAY. By
Jessica McCreary But HOW do we consistently formulate those "good" questions to facilitate the meaningful class discussions we want? First, let's review some of the goals of a quality discussion of mathematics: -foster conceptual understanding -celebrate mistakes as learning sites for everyone -allow students to construct their own understandings and problem solving methods of key ideas Keep these goals in mind as we discuss how to promote "productive talk" in our classrooms Helping students clarify their own thinking and communicate their thoughts more clearly to others:
"So you're saying that it's an odd number?" Asking student's to restate someone else's reasoning:
"Can you repeat what he just said in your own words? Asking students to apply their own reasoning to someone else's reasoning:
"How is your method similar to her method?" Prompting students for further participation:
"Would you like to add on?" Using wait time:
"Take a few seconds to think about..." Knowing when to ask which kinds of questions requires us to... be familar with our students' styles of thinking and current conceptual understandings anticipate common misconceptions know exactly what key concepts our students need to walk away with as a result of the lesson listen carefully to what our students are saying In other words, we need to have a plan for the discussion. So let's practice making a plan: In the following pair of equations, the unknowns are indicated by squares and triangles. Find one value for the triangle and one value for the square that makes both sentences true. What are the key concepts for this kind of problem? What are some possible misconceptions? practice with arithmetic and algebraic thinking
finding a value for an unknown
finding a solution that simultaneously solves 2 different equations
balancing equations students may think that they are only finding the solution to one of the equations
students may not grasp the connection between the 2 number sentences using the same values for the squares and the triangles
there may not be a full understanding of the equal sign and of balanced equations Bibliography 1. Classroom Discussions; Using Math Talk to Help Students Learn, by Chapin, O'Connor, & Anderson

2. Making Sense; Teaching and Learning Mathematics with Understanding, by Hiebert et al Once we take time to think through our lesson in this way, we have a plan. We now use the talk moves in our class discussion to help us follow through with this plan. Meanwhile, it is important to remember to be patient while students... -build conceptual understanding -construct their own understandings and problem solving methods of key ideas -make mistakes that we can use as learning sites for everyone -to promote the notion that "language informs thought and thought informs language" understand the linguistic abilities of our students
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