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Highly Effective Mathematics Questioning

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by

Kristine Toland

on 23 August 2016

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Transcript of Highly Effective Mathematics Questioning

Questioning

Modeling Questioning
Blooms Verbs in Mathematics

Knowledge:
List, describe, show, name, what, when, etc.

Comprehension
: Summarize, compare and contrast, estimate, discuss, etc.

Application
: Apply, calculate, complete, show, solve, modify, etc.

Analysis
: Separate, arrange, classify, explain, etc.

Synthesis
: Integrate, modify, substitute, design, create, What if..., formulate, generalize, prepare, etc.

Evaluation
: Assess, rank, test, explain, discriminate, support, etc.

Redirect response
to other
students
Safe to ask questions at any time
Encourage
& model
questions
Ask clear & concise
questions
Effective pauses & wait time
The Art of Engaging in Math Class
What is
teaching in mathematics?
highly effective
?
?
?
?
?
?
An UN
STABLE
Engage with
with EXPLORATION
Q
U
E
S
T
I
O
I
N
G
&

REFLECTION
Disequilibrium
Situation
"Telling someone the answer does not help them learn... in fact it stops their learning."
Bloom's Taxonomy
balanced
UN
?
?
M
athematical
P
ractices
CCSS
Exploration

Highly Effective
Questioning
Questioning

What would happen if...?
WHY?
Prove it!
What question could I ask next?
Now YOU
Be the
teacher!
?
Why
not?
*Questions reflect high expectations
* Students formulate
high-level questions

(n.) a loss of lack of balance
attributable to a situation where forces outweigh one another.
What is disequilibrium in
the classroom?
"We need to embrace disequilibrium,
liberate students AND teachers
to step outside of their comfort zone.”
-Ruth Parker
Plans by the unit
... By using the BIG questions to drive instruction

Creates a classroom of curiosity and inquiry..
... By creating a safe, student-centered room
... By providing resources and manipulatives
(and reasons to seek them out)
... By asking higher order questions...
(BEFORE opening a textbook!!)
... By being flexible and responsive to individual needs
... By encouraging students to take part...
The highly effective
mathematics teacher...
How do we know if
is this always true?
What do you notice?
and take over
!
In 1970, Piaget defined disequilibrium as "a conflict between new ideas and current conceptions."
CONFUSION & STRUGGLE
with a mathematical concept
Activity
Is there a tool that would help?
Do I rush to rescue
students from confusion?

Do I let them struggle?
"It takes planning"
(It takes planning)
(It takes deviating from the plan)

3b
(Using Questioning and Discussion Techniques)

*Questions reflect high expectations
*Developmentally appropriate
*Students formulate many high-level questions


3c
(Engaging Students in Learning)

*Highly intellectually engaged in significant learning
*Students have a say in:
representation of content
the groupings
the activities
the materials
*The lesson is adapted as necessary
*Structure & pacing allow for student reflection and closure

hand
out
Common Goals
CCSS & Evaluation Rubric
"Put
Learning
into the
hands
of the
students"
"Teach them to think"
"Ask the right questions"
"Teach them
to think and
solve problems"
More of "Plan A"
...does NOT
a PLAN B make!
Exploration
?
?
?
Could the "right questions" have helped?
(3e flexible & responsive
)
Be expressive
(3a Communicating)
(3b)
(3b)
The highly effective
mathematics teacher...
Structures lessons to allow
for reflection and closure
(Knowing that being flexible & responsive,
and focusing on the "big ideas" may alter
the more linear & isolated daily lesson plans and that's OKAY!)
3 c
3e
(NOT)

WHY?
WHY?
WHY?
How?
How?
?
?
?
?
?
Which number
would you prefer?
Full transcript