1. Questions that Promote Reasoning in Math
A FAL Piece of the HETL Puzzle

2. What do you get out of it? Recent events in the math network
The cliff notes for this month’s meeting
A short list describing which activities/ capacities could be implemented at various levels of scale
A description of this year’s culminating project

3. Recent Events
Cognitively Demanding Tasks – did it work?
Orchestrating Effective Whole Class Discussions
FAL < HETL
Mention Grant Co. and the way we determined if their teachers could collectively identify the CD of a task.

4. Tasks of HCD FAL Components HETL Mathematical goals CCSS
Usually takes form during collaborative activity
Some CHETL within:
Knowledge of Content
Instructional Relevance

5. Orchestrating Effective Whole Class Discussions
For use with a task of HCD.
Transfer as much teacher decision- making/ novel cognitive activity from implementation to the planning process as possible.
Anticipate, anticipate, anticipate
Use of a “Monitoring – Sequencing” tool
Have participants reference the Orchestrating Discussions and 5 Practices to Orchestrate Discussions web pages. Explain that participants received the former and facilitators used the latter to plan this activity.

6. Orchestrating a Discussion
Monitor collaborative activity/ cooperative learning
Select who will share and Sequence those speakers in an intentional order
Connect student responses
Monitor the occurrence of the anticipated responses, and unanticipated responses during a collaborative activity/ cooperative learning
Select which students/ groups will share and sequence those speakers in an order, depending on the particular objectives of the lesson
Connect the sequenced student responses in order that all students walk away with a clear idea of what mathematics they learned and how their approaches connect to the big idea.

7. Have participants reference

8. Monitoring Tool Anticipated Responses Student Names Speaking Order
Unit fractions
Proportional Grouping
Unanticipated

9. Monitoring Tool Anticipated Responses Student Names Speaking Order
Unit fractions
Chloe, Stan
Proportional Grouping
Unanticipated

10. Monitoring Tool Anticipated Responses Student Names Speaking Order
Unit fractions
Chloe, Stan
Proportional Grouping
Francis, Marlon
Unanticipated
Carla

11. Monitoring Tool Anticipated Responses Student Names Speaking Order
Unit fractions
Chloe, Stan 2
Proportional Grouping
Francis, Marlon 3
Unanticipated
Carla 1

12. Orchestrating Discussions
FAL Components
HETL
Assessing students’ responses
Common issues and Suggested questions and prompts
Provision of feedback
Collaborative activity
Whole class discussion
Some CHETL:
Learning Climate
A few CHETL:
Classroom Assessment and Reflection
Many CHETL:
Instructional Rigor and Student Engagement

13. Cognitively Demanding Tasks – did it work?
Supporting Students During Collaborative Activity
Orchestrating Effective Whole Class Discussions
FAL < HETL
Some teachers expressed the need for help in supporting students during the “collaborative activity” portion of a FAL, which is akin to requesting help in implementing effective cooperative learning strategies. This month, we’ll learn how to use Questions that Promote Student Reasoning during cooperative learning experiences.

14. Questions that Promote Reasoning

15. Thinking About Why We Ask Questions
What different types of questions are there?
What different functions do your questions serve?
Which types of questions do you use most frequently?
What common mistakes do you make when asking questions?
What are the unintended effects of each of these mistakes?
Briefly share the slides for the “Thinking About Why We Ask Questions” and “Questions that Promote Reasoning”
Have participants reference handouts 1 thru 3

16. Functions of Questions
To help students extend
their thinking from the
factual to the analytical
To focus thinking on the
most important
concepts and ideas
To stimulate recall,
in order to create new
understanding and
meaning
To interest, engage,
and challenge
To assess prior
knowledge and
understanding

17. Functions of Questions
To promote reasoning,
problem-solving,
evaluation, and the
formation of conjectures
To promote students’
thinking about the way
they have learned
To help students
see connections

18. Common Mistakes We Make
Asking too many trivial or irrelevant questions.
Asking a question and answering it yourself.
Simplifying the question when students don't immediately respond.
Asking questions of only the most able or likeable students.
Asking several questions at once.

19. Common Mistakes We Make
Asking only closed questions that allow one right/wrong possible answer.
Asking 'guess what is in my head' questions, where you know the answer you want to hear and you ignore or reject answers that are different.
Judging every student response with 'well done', 'nearly there' 'not quite'. 'Well done' can discourage alternative ideas being offered.
Not giving students time to think or discuss before responding.
Ignoring incorrect answers and moving on.

20. What Kinds of Questions Promote Reasoning?
What types of questions seem to encourage inquiry-based learning?
Give a few examples that you have recently used.
Briefly share the slides for the “Thinking About Why We Ask Questions” and “Questions that Promote Reasoning”
Have participants reference handouts 1 thru 3

21. Five Principles for Effective Questioning
After reading through this handout, discuss with your table any implications these principles have for your work as an instructional leader.
Choose one person to share out the “big ideas” of your discussion.

22. Anticipation

23. Observing a Lesson – Brit vid
Look for examples of the five principles:
Plans questions that encourage thinking and reasoning.
Ask questions in ways that include everyone.
Give students time to think.
Avoid judging students’ responses.
Follow up students’ responses in ways that encourage deeper thinking.
Identifying the 5 principles

24. Planning for Effective Questioning
Discuss with your table-group if you would add anything to this list, or modify anything on the list.
Have one person from your table-group prepare to share out your collective thoughts with our whole group.

25. Resultant Teacher Actions?
Never pick up a pencil, or write on a student’s paper.
Nearly always respond to students’ questions with questions of their own.

26. Explain that every month the facilitation team asks participants to fill out a 4-tier action plan, listing which network topics/ activities our participants could be applied at different levels of scale. Have participants reference an example of what they might see for this month’s work in their packet. We specifically ask participants to fill these out for the ISLN participants’ benefit during vertical planning meetings.

27. Culminating Project Plan and implement their own FAL-like lesson
Planning
January and February
Implementation
Between February and March
By the end of our January meeting, we want participants to have selected/ modified a problem so that it is of HCD; anticipate a variety of students responses, including misconceptions and correct responses; determine how they will use questioning to support students during a collaborative activity to promote reasoning.

28. You’re Invited What: MLN Teacher Exposition Where: Oldham Arts Center
When: March 20th, 1pm until 2.30pm
Who: OVEC, JCPS, and KSB Instructional Leaders
Why: Your Exemplary Math Teacher Leaders
I’m sure it would mean a lot to them if their district leaders came to show how much you value the time and effort they’ve put into their work over these past two years.

29. contact me 502 641 5523 seth.hunter2@education.ky.gov
want to make it happen?
contact me