View
215
Download
0
Tags:
Embed Size (px)
Citation preview
Questioning and using metacognitive strategies
when dealing with answers
Richard Hodson
Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008-09 (Lead PDS: The Park Community School. Contact Chris Ley ([email protected])
Put yourself into a student’s mind and come up with 3
reasons why you might not be willing to answer a
question
PLURALS
"What are some of your goals?” "What ideas do you have?" "What outcomes do you seek?""What alternatives are you considering?
TENTATIVENESS
“What might be some factors that would cause……?”
“In what other ways could you solve this problem?”
"What hunches do you have that may explain this situation?”
INVITATIONAL STEMS:
“As you recall….” “As you anticipate…….” “As you envision……” “Given what you know
about…….”
1. Are invitational: Approachable
voice, Plurals,
Tentativeness, Invitational
stems
(2. Positive presuppositions3. Complex levels4. Address internal or external)
QUESTIONING WITH INTENTION:
Pose questions that cause the student to check for
accuracy:
“How do you know you’re right?”
“What other ways can you prove you’re right?”
Pause and clarify ---(don’t interrupt)
“Explain what you mean when you said ‘you just worked it out’.”
When you said you started at the beginning how did you know
where to begin?
Provide data, not answers
I think you misheard the question, let me repeat it
You need to check something in your second paragraph
Resist making value judgements.
So, your answer is 48. Who got a different answer?
Who agrees with that answer? Why?
Metacognitive problem.
Combine the following 4 sentences:
The horse jumped over the fenceThe horse was greyThe jump was done gracefullyThe fence was low and made of brick