Questioning and using metacognitive strategies when dealing with answers Richard Hodson Produced as part of the Partnership Development Schools (PDS) Strategy Phase (Lead PDS: The Park Community School. Contact Chris Ley

Sometimes it is difficult to engage students in whole class or group questioning

Put yourself into a student’s mind and come up with 3 reasons why you might not be willing to answer a question

Share your reasons with others in your group Are there any surprises?

Generate a question that you might have used in the past week or so in your classroom

QUESTIONING WITH INTENTION: Are invitational: Approachable voice

A Credible Voice An Approachable Voice

QUESTIONING WITH INTENTION: Plurals

PLURALS "What are some of your goals?” "What ideas do you have?" "What outcomes do you seek?" "What alternatives are you considering?

TENTATIVENESS “What might be some factors that would cause……?” “In what other ways could you solve this problem?” "What hunches do you have that may explain this situation?”

INVITATIONAL STEMS: 4“As you recall….” 4“As you anticipate…….” 4“As you envision……” 4“Given what you know about…….”

1. Are invitational: Approachable voice, Plurals, Tentativeness, Invitational stems (2. Positive presuppositions 3. Complex levels 4. Address internal or external) QUESTIONING WITH INTENTION:

Metacognition. Think Aloud Problem Solving TAPS

Brenda’s hair is darker than Lisa’s Georgia’s hair is fairer than Lisa’s Who has the darkest hair?

What is half of 2 plus 2?

If the day before yesterday were Friday, what will be the day after tomorrow?

Pose questions that cause the student to check for accuracy: “How do you know you’re right?” “What other ways can you prove you’re right?”

Pause and clarify --- (don’t interrupt) “Explain what you mean when you said ‘you just worked it out’.” When you said you started at the beginning how did you know where to begin?

Provide data, not answers I think you misheard the question, let me repeat it You need to check something in your second paragraph

Resist making value judgements. So, your answer is 48. Who got a different answer? Who agrees with that answer? Why?

Encourage Persistence C’mon, you can do it

Ok, but if you did know, what would you say?

Metacognitive problem. Combine the following 4 sentences: The horse jumped over the fence The horse was grey The jump was done gracefully The fence was low and made of brick

In groups of 4, solve the ‘Piggy Dribble Surprise Problem’

Sustaining and Engaging Metacognition 1Check for accuracy 2Clarify 3Provide data, not answers 4Resist making judgements 5Stay focussed on thinking 6Encourage persistence