1 Improving Teaching and Learning Through Questioning Lee Ann Pruske Bernard Rahming Rosann Hollinger Sharonda M. Harris March 16 & 18, 2010 MTL Meeting Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation.

2 Professional Practice Leader of Self – Plan and teach a lesson using the “Lesson Planning with Formative Assessment Principles” template making the connection to formative assessment principles, cognitive demands, questioning and Bring the lesson, the completed template, and a short reflection. Be ready to share with the group at the March MTL meeting. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

3 Lesson Plan Template Sharing Work with a partner at your table. What did you reflect on after you taught the lesson? How did the questions you planned support the lesson you taught? What did you change as you taught the lesson? You will have 5 minutes each to share. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

4 Learning Intentions We Are Learning To develop effective questions: used in a math lesson to support student learning that maintain the high level cognitive demand of mathematical tasks Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

5 Success Criteria You will know you are successful if … Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

6 Questions Discuss this question with your shoulder partner: What do you do to make good questions a part of your lesson planning process? Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

7 Developing Effective Questions Handout Resources Adapted from ____ (1991). Mathematics assessment: Myths, models, good questions, and practical suggestions. Reston, VA: National Council of Teachers of Mathematics. ____ (1991). Professional standards for teaching mathematics. Reston, VA: National Council of Teachers of Mathematics. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

8 The Fencing Task Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 feet of fencing with which to build a rectangular rabbit pen to keep the rabbits. a)If Ms. Brown’s students want their rabbits to have as much room as possible, how long would each of the slides of the pen be? b) How long would each of the sides of the pen be if had only 16 feet of fencing? c) How would you go about determining the pen with the most room for any amount of fencing? Organize your work so that someone else who reads it will understand it. Source: Stein, Smith, Henningsen, & Silver, (2000) Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

9 Mathematical Task Think about the Fencing Task. What is the big math idea? How did you solve it? Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

11 Developing Questions As a table group, create 5 questions. Record them in your notebook. One to access background knowledge Three that push student understanding One to summarize the math Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

12 Each table group will post their questions in the appropriate categories. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation Posting the Questions

13 Gallery Walk Take your 5 sticky dots with you. Stagger your starting point! Visit each category. Read the questions, and vote for the question you think best serves the purpose of the category. Use your sticky dot to vote. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

14 Question Debrief What do you notice about the questions that got the most votes in each category? What about the question that best develops the math in the lesson? Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

15 Revisit Your Lesson Look at the questions you prepared. What other follow up questions could you have asked? What questions would you ask the next time you teach this lesson? Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

16 Success Criteria You will know you are successful if …

17 Feedback Question In what ways did today’s session help you write effective questions? How do you plan to use this knowledge? Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation