1. “The use of effective questioning as a formative assessment tool to promote meaningful student learning.” This interactive, hands-on session will allow participants from a range of backgrounds to prepare and enact a questioning strategy geared towards specific learning outcomes. Laila N. Boisselle Thalia La Guerre-Ramdhial

2. Listen to the following skit.. Make note of the questions What kind of questions were used in the scenario? (Sometimes we can help students solve their own problems with just asking certain types of questions). Taken from Classroom that work. Professional development for Teachers, Administrators and support staff. (An excerpt from Classrooms That works: A teacher’s guide to Discipline Without Stress) Laila N. Boisselle Thalia La Guerre-Ramdhial

3. Role play T(student): “ I left my project at home. My mom’s at work so she can’t bring it to me.” L(Teacher): Sounds like you have a tricky problem there. What kind of options can you think of for yourself?” Laila N. Boisselle Thalia La Guerre-Ramdhial

4. Role Play T: “I can bring it tomorrow, but I’ll lose marks for lateness.” L: “That would be a shame, because I know you worked very hard on it. Can you think of any way to get it today?” Laila N. Boisselle Thalia La Guerre-Ramdhial

5. Role Play T: “ I guess I could call my mom and ask her if it’s alright for me to walk home at lunch and get it.” L: “Sounds like a good plan. Let me know how it works.” Laila N. Boisselle Thalia La Guerre-Ramdhial

6. Can you identify different types and purposes of these questions? 1.You understand that? 2.What do others think about what Mark said? 3.How did you reach to that conclusion? 4.Seemoy, what is the problem? 5.Can you predict the next one? What about the last one? 6.Does that always work? 7.Are you confused? 8.Where did you get lost? 9.How does this relate to…? 10.Can we go on? 11.How can we calculate the amount of electricity consumed? 12.If the cost per unit is 10cents, what is the bill for the month? 13.What inference can you draw? 14.Who is doing the reading? 15.You know ‘bout discount? 16.What happens when the filament of a light bulb burns out? 17.Kathleen you demonstrate the mechanism of breathing to the class using the artificial lungs. Class, watch good. You describe what happened and why it happened. 18.What is the purpose of a spatula and a whisk in cake-baking? Laila N. BoisselleThalia La Guerre-Ramdhial

7. Some reasons for questioning.. Helping students work together to make sense of mathematics Helping students to rely more on themselves to determine whether something is mathematically correct Helping students to learn to reason mathematically Helping students learn to conjecture, invent and solve problems Helping students to connect mathematics, its ideas and its applications Laila N. Boisselle Thalia La Guerre-Ramdhial

8. Open Questions These questions invite the child to elaborate, without limiting the direction or otherwise controlling the conversation. They also require, or at least open the door to answers of more than one word. Open questions encourage discourse in the classroom. Laila N. Boisselle Thalia La Guerre-Ramdhial

9. Closed questions A closed questions looks for specific facts, and only requires a one- word answer, often yes or no. Closed questions are good for uncovering specific facts to help you make a decision quickly or even just to gather information. Closed questions are ineffective if you want to encourage dialogue in the classroom. Laila N. Boisselle Thalia La Guerre-Ramdhial

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13. Look at the picture. Work with your group to come up with one question at each level of Bloom’s Adapted from http://www.learnnc.org/lp/media/articles/bloom0405-3/bloompix.html Laila N. Boisselle Thalia La Guerre-Ramdhial

14. Knowledge/Remembering When was this picture taken? Where was this picture taken? Question cues: List, define, tell, label Adapted from http://www.learnnc.org/lp/media/articles/bloom0405-3/bloompix.html Laila N. Boisselle Thalia La Guerre-Ramdhial

15. Comprehension/Understanding? What is happening in this picture? Why are these boys dressed like this? Question cues: Describe, name, identify, discuss Adapted from http://www.learnnc.org/lp/media/articles/bloom0405-3/bloompix.html Laila N. Boisselle Thalia La Guerre-Ramdhial

16. Application How would you describe the photograph to others? What caption would you write for this photograph (say, in a newspaper)? Question cues: Modify, solve, change, explain Adapted from http://www.learnnc.org/lp/media/articles/bloom0405-3/bloompix.html Laila N. Boisselle Thalia La Guerre-Ramdhial

17. Analysis Why is this boy here and not in school? Why is the man not at work? What do you know about their lives based on this photo? Question cues: Analyze, separate, compare, contrast Adapted from http://www.learnnc.org/lp/media/articles/bloom0405-3/bloompix.html Laila N. Boisselle Thalia La Guerre-Ramdhial

18. Evaluation What is the significance of this photo to the identity of any Trinidadian? Question cues: Give opinion, criticize, discriminate, summarize Adapted from http://www.learnnc.org/lp/media/articles/bloom0405-3/bloompix.html Laila N. Boisselle Thalia La Guerre-Ramdhial

19. Creation What might these people say about their work in an interview setting? What might they say about their future? Question cues: Create, construct, plan, role-play Adapted from http://www.learnnc.org/lp/media/articles/bloom0405-3/bloompix.html Laila N. Boisselle Thalia La Guerre-Ramdhial

20. Activity 1 1. Design a truncated lesson plan that contains: a. The elements (corresponding unit, pre- knowledge and skills, referencing materials, resources, time for the lesson, target audience) b. the concept statement c. The objectives 2. Create a Questioning Map for this class by crafting 2 or 3 questions for each level of Bloom’s that will help you fulfil your objectives Laila N. BoisselleThalia La Guerre-Ramdhial

21. ACTIVITY 2: A CASE STUDY A teacher posed the following questions to his/ her mathematics class. “ In how many different ways can you design a box- shaped building using exactly 24 cubes?” These are the student responses. Sullivan, P & Clarke, D. (1991). Catering to all abilities through good questions. Arithmetic Teacher, pp.14-18. National Council of Teachers of Mathematics: United States of America. Laila N. BoisselleThalia La Guerre-Ramdhial

22. TASK for Activity 2 Write at least two questions that the teacher can use now to encourage the most efficient way to represent the solution to the posed problem. Laila N. Boisselle Thalia La Guerre-Ramdhial

23. Possible questions for activity 2 1.Do these representations inform someone else of what is meant? How do the numbers relate to the diagram? 2.Which is the most efficient way to record your results? 3.Can you find a quick way to check the accuracy of the results? Have all the possibilities been considered? 4.Does a ‘best’ building exist? What would the best solution look like? 5.Which building is the most useful? Why? Laila N. Boisselle Thalia La Guerre-Ramdhial

24. Putting it all together… (see handouts) Questioning Map: Students Need Time to Think A Whole Class Questioning Strategy: There are times when the questions should be used with the whole class. The questioning strategy can maximize student involvement Laila N. Boisselle Thalia La Guerre-Ramdhial

25. Tips and Tricks Prompting Probing Re-direction Re-phrasing Praise and motivation Correction of misconceptions Laila N. BoisselleThalia La Guerre-Ramdhial

26. Putting it all together You must come to present your questions from your map. To do so pretend to teach the class to your colleagues and engage them in questioning. Use the checklist provided to score your colleagues Laila N. Boisselle Thalia La Guerre-Ramdhial

27. CRITERIA  1.At least 2 questions were at the level application and above 2. Wait time was effectively used. 3. Presenter was motivating 4. Re-direction was done if appropriate 5. Presenter re-phrased question if necessary 6. Student misconceptions were corrected 7. Presenter probed further if necessary 8. Presenter prompted if necessary Laila N. BoisselleThalia La Guerre-Ramdhial

28. THANK YOU! Laila N. Boisselle Thalia La Guerre-Ramdhial