1. QUALITY QUESTIONING Renee.yates2@education.ky.gov July 24, 2012 1 Renee’ Yates, NBCT

2. Targets  Recognize high level questions to use with students and facilitate discussions & feedback to move students forward.  Promote questioning with students using engaging techniques and formative assessment activities. 2

3. You may remember….  Economics Economics 3

4. Free Technology  http://www.pollev erywhere.com/mul tiple_choice_polls /LTEyMDE5MDA0 MDg http://www.pollev erywhere.com/mul tiple_choice_polls /LTEyMDE5MDA0 MDg  http://todays meet.com/Que stions http://todays meet.com/Que stions Poll Everywhere Todays Meet 4

5. Handout 1 Mostly 4’s - Nice Mostly 2-3’s - See suggestions Mostly 1’s – See me at the break! 5

6. Handout 2 6

7.  What are some areas of questioning you do well? And/or  What are some areas of questioning you can improve on based on the survey results? Todays Meet/Discuss with a partner… 7

8. 8 350 a day x 180 days = 63,000 (Only 5% or 17 would be considered higher level questions) 63,000 x 10 = 630,000 63,000 x 20 = 1,260,000 63,000 x 30 = 1,890,000 Leven and Long, 1981

9. Habits Are Hard to Break A teacher with 20 years of experience will have asked something like 1.2 million questions in her career. And when you’ve done something the same way, over a million times, it’s quite difficult to start doing it another way. Wiliam (2003) 9

10. Good Questions 10

11. For example… Closed/Open Questions 11  To which fact family does the fact 3 x 4 = 12 belong?  Describe the picture below by using a mathematical equation. xxxxxxxx xxxxxxxx xxxxxxxx

12. They give you facts. They are easy to answer. They are quick to answer. They keep control of the conversation with the questioner. Is likely to receive a long answer. They ask the respondent to think and reflect. They will give you opinions and feelings. They hand control of the conversation to the respondent. OPEN CLOSED vs 12

13. Creating Open Questions  Turning around a question  Asking for similarities and differences  Replacing a number/word with a blank  Asking for a number sentence  Changing the question/extend the answer

14. Turning Around a Question What is half of 20? Instead Try: 10 is a fraction of a number. What could the fraction and the number be? What is the hypotenuse of a right triangle if the legs are 3 units and 4 units? Instead Try: One side of a right triangle is 5 units long. What could the other side lengths be?

15. Asking for Similarities/Differences How is a square similar to a rectangle? How is it different? How are the square root of 2 and the square root of 5 the same? Different?

16. Replacing a Number with a Blank Find the perimeter of a rectangle with a length of 31 and a width of 18. Instead Try: Choose a number for the length of a rectangle. Now choose a number for the width of a rectangle. What is the area of this rectangle?

17. Asking for a Number Sentence Create a sentence with the numbers 3 and 4 along with the word “more” Create a sentence that includes the words “linear” and “increasing” as well as the numbers 4 and 9.

18. Extending the Question At the end of a student answer ask:  How do you know? Or…  What could…  What might…  Do you agree…why or why not?  When would… 18 Handout 3

19. Poll Everywhere  What will you try?  http://www.polleverywhere.com/multiple_choice_p olls/MjA3MTAzNDI4Ng http://www.polleverywhere.com/multiple_choice_p olls/MjA3MTAzNDI4Ng 19

20. Other Considerations… Wait Time (3 seconds) Cognitive Level of Questions Recall Use Create Questions need to focus on big ideas or curricular goals Be sure to provide just the right amount of ambiguity

21. 21 What are the implications of asking good questions in a classroom? (Discuss at your table and write down two ideas on a post it note) Reflection Time…..

22. Let’s take a BREAK! http://www.youtube.com/watch?NR=1&v= m_7CKxCNHRk&feature=fvwrel 22

23. 23 How can teachers engage in asking good questions to their students? (Discuss at your table and write down two strategies to create OPEN questions on a post it note) Share your note with someone at another table.

24. How do we expect students to answer questions?  http://www.youtube.com/watch?v =Boxsh_onY5E http://www.youtube.com/watch?v =Boxsh_onY5E  24

25. Nice quote: 25  “Quality questions create a quality life. Successful people (teachers) ask better questions, and as a result, they get better answers.” Anthony Robbins

26. Closed/Open Questions 26 Handout 4&5

27. 27 A good question is framed in such a way that a variety of responses or approaches are possible.

28. Day Meyer… How to ask better questions? 28  Dan Meyer on REAL WORLD math Dan Meyer on REAL WORLD math

29. 29 Handout 10

30. How can teachers engage in asking good questions to their students? (Discuss at your table and write down one or ideas on a post it note) http://todaysmeet.com/Questions http://todaysmeet.com/Questions 30 Todays Meet or partner talk…

31. 5 Principles for Effective Questioning 1. Plan to use questions that encourage thinking and reasoning. 2. Ask questions in ways that include everyone. 3. Give students time to think. 4. Avoid judging students’ responses. 5. Follow up students' responses in ways that encourage deeper thinking. 31

32. Read and annotate the article with the following symbols: Primas handouts…. Mark the text that affirms your prior knowledge with a check mark. Mark the text that surprises you with an exclamation point. Mark the text that you want or need to know more about with a question mark. 32 Handout 6-9

33. Share in round robin fashion the content of your reading, along with the items you marked with the three symbols. Share in the following order: 1. Planning 2. Including everyone 3. Time to think 4. Avoid judging 5. Follow up Primas handouts….discussion 33

34. Poll Everywhere…  http://www.polleverywhere.com/multiple _choice_polls/LTIwMDk0NDY3MzM http://www.polleverywhere.com/multiple _choice_polls/LTIwMDk0NDY3MzM 34

35. What are the implications of asking good questions with students? (Discuss at your table and write down two ideas on a post it note) http://todaysmeet.com/Questionshttp://todaysmeet.com/Questions 35 Todays Meet/Turn and Talk

36. Connect to CHETL card… MY FAVORITE NO… 36 Each person at table select a different section of the CHETL card. Read over your section.

37. My Favorite No…Formative Assessment Strategy 37 While watching the video clip, check which statement you observe from the lesson. prepared to share at the end. https://www.teachingchannel.org/videos/my-favorite- no?fd=0 https://www.teachingchannel.org/videos/my-favorite- no?fd=0

38.  LUNCH TIME! 38

39. Effective Questioning Self assessment Cognitive level of questions Closed vs Open Questions My Favorite No This afternoon- Asking questions through 10 formative assessment/student engagement strategies 39 This morning we…

40. Questioning through student engagement… 10 strategies. 40

41. 41 Showdown Students answer questions without help. Teams then share, check, and coach. Teams each have a set of question cards stacked face down in the center of the table. 1. Teacher selects one student on each team to be the Showdown captain for the first round. 2.Showdown Captain draws the top card and read the question. 3.Working alone, all students write their answers. 4.When finished, teammates signal they’re ready. 5.The Showdown Captain calls “Showdown”. 6.Teammates show and state their answers. 7.Showdown Captain leads checking. 8.If correct, the team celebrates; if not, teammates coach, then celebrate. 9.The person on the left of the Showdown Captain becomes the Showdown Captain for the next round.

42. Renee’ Yates Regional Content Specialist Kentucky Department of Education Office of Next Generation Learners Renee.yates2@education.ky.gov Mobile 859.583.4350 Follow me on twitter @ryates2 Thank you for participating today. 42

43. Math Talk Video clip 43  http://www.mathsolutions.com/MathTalk/v ideos/CRD_Gr6.html http://www.mathsolutions.com/MathTalk/v ideos/CRD_Gr6.html

44. Engineering an Effective Discussion 44 Handout

45. 45 TASK (Using crayons) Students were given this sheet and were ask to come up with different ways to make 10. Handout

46. Student work samples 46  Is this a good question, does it allow for interpretation and multiple responses?  Can you anticipate what you are going to see in the student work?

47. 47  Organize this student work in the order in which you think would foster an effective discussion in the classroom.  Make notes on your papers to defend why you chose that order.

48. Engineering effective discussion  Monitoring Tool  How would you use the monitoring tool to help engineer effective classroom discussion? Handout 48

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50. 5 Practices for Effective Whole Class Discussions pg. 550 50  1. Anticipate student responses to challenging mathematical tasks.  2. Monitor students' work on and engagement with the task. Handout

51. Effective Discussion Continues… 51  3. Select particular students to present their mathematical work.  4. Sequence the student responses that will be displayed in a specific order.  5. Connect different students’ responses and connect the responses to key mathematical ideas.

52. Questioning  On Average, a teacher asks 400 questions a day (one third of their time)  Most of the questions are answered in less than one second (Hastings, 2003)  60% recall facts and 20% are procedural (Hattie, 2012)  IRE structure is dominate (Initiate – respond – evaluate)  Most answers are right or wrong 52

53. Students asking Questions  Teachers take up to two-thirds of the classroom talk time. Students are “talk-deprived ” (Alvermann et al., 1996)  Student discussion increase retention as much as 50%. (Sousa, 2001) 53

54. Engaging Students in Effective Questions Learning to use effective questions requires students to develop: 1. Knowledge 2. Skill 3. Will Advancing Formative Assessment in Every Classroom (Moss and Brookhart, 2009) 54

55. Questioning Focus for today 55

56. Warm-up: The Best Question Ever As a table group, take a good look at the postcard you have been provided. If you could ask this person/people only one question, what would it be? The goal is to learn as much as you possibly can about who this person really is. Your question should not be too broad, nor too limiting. 56

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