LYNN BAKER, NBCT AND RACHEL HULL, NBCT The Power and Importance of Questioning Elementary, PK-5 Tuesday, October 23, 2012

Warning!! Disclaimer not You are adult learners. The activities and strategies shared today are not packaged and ready to implement on Thursday. We have collapsed and combined tasks to illustrate and define a learning sequence that may be weeks long.

Today’s Goals Understand the foundational role of questioning in developing understandings in all content areas Begin applying the foundational role of questioning i in all content areas Evaluate how you facilitate questioning in your professional practice Create a plan for school-wide implementation and support

Illustration See-Think-Wonder

What are the Next Generation Content Standards and Objectives?

What evidence do you find that supports the critical role of questioning?

DEVELOPING AN UNDERSTANDING OF PLACE VALUE Big Number Tasks

Conceptualizing Large Numbers Challenges Physical models for large numbers are not readily available. Textbooks deal with large numbers in a predominantly symbolic manner. Students need references for large numbers.

Learning Task Focus on your thought process as you complete the task. A Long Time How long is 1000 seconds?  ≈16 ½ minutes How long is a million seconds?  ≈16,666 ½ minutes  ≈278 hours  ≈ 11 ½ days

A Time Challenge How long would it take to button a button 1000 times? Collaborate All must understand Record your plan and the justification of your solution on chart paper.

A Time Challenge Debrief List questions Discuss the purpose of the questions

Next Generation CSOs ClusterGeneralize Place Value Understanding for Multi-digit Whole Numbers ObjectivesStudents will M.4.NBT.1recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. M.4.NBT.2read and write multi-digit whole numbers using base-ten numerals, number names and expanded form and compare two multi-digit numbers based on meanings of the digits in each place, using >, = and < symbols to record the results of comparisons. M.4.NBT.3use place value understanding to round multi-digit whole numbers to any place.

Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

Mathematical Literacy Document

Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning Identify phrases of the Standards for Mathematical Practice that relate to questioning.

Compare/Contrast I think ____ because _______________. Personal practice

Homework Homework questions Sort your questions. What kinds/types of questions did you ask? When are these question types best used?

Scaffolding My Students ELA Standards Learning Progression Create scaffoldidng plan-start slow Support for colleagues

Table Tasks Envelope with directions Roles—Teacher, Administrator, Scribe, Students Opportunity to practice questioning-it’s about STUDENTS making meaning, NOT clarification Create the “best case scenario” as authentically as possible—it’s about the questioning

Debrief Take 3-5 minutes to debrief table task Administrator Role Teacher Role Student Role How did questioning deepen student understanding and/or provide evidence of learning? Where/when was questioning difficult? Why? What additional questions could you have asked to make it more meaningful?

Planning When and where will you share with your staff? What will you share? How will you purposefully build the collaborative environment necessary to ensure effective questioning is a reality for all?

Building the concept—Where do you begin? How will you connect this with the NxGen CSOs? How will you illustrate the critical importance in every content area? How will you illustrate the two roles of questioning? How will you evaluate your training and inform your continued growth and support?

WVDE Support Webinar, November 13 at 3:30 Survey WVDE Staff

Collecting Evidence This is a daily journey for all! Personal evidence from every team member Local evidence from the school Evidence of student/parent feedback Each team member must be prepared to share evidence at February training. Think social mixer! (speed dating!)

Today’s Goals Understand the foundational role of questioning in developing understandings in all content areas Begin applying the foundational role of questioning i in all content areas Evaluate how you facilitate questioning in your professional practice Create a plan for school-wide implementation and support