Questioning Strategies for the Secondary Math Classroom

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Questioning Strategies for the Secondary Math Classroom. Richard Roper Secondary Mathematics Specialist Region 15 ESC Questioning.Why?. - PowerPoint PPT Presentation


<p>Questioning Strategies for the Secondary Classroom</p> <p>Richard RoperSecondary Mathematics SpecialistRegion 15 ESCrichard.roper@netxv.netQuestioning Strategies for the Secondary Math ClassroomBlooms Taxonomy is a way of grouping students thinking into six classifications based on the complexity of their cognitive abilityKnowledge, Comprehension, Application, Analysis, Synthesis and EvaluationFrom Noun to VerbVerbs describe actions while nouns do notRemembering, Understanding, Applying, Analyzing, Evaluating and Creating</p> <p>Questioning.Why?Fold across the solid lineCut across the dotted lineThe bottom two tabs will be Remembering and UnderstandingThe next two tabs will be Applying and AnalyzingThe top two tabs will be Evaluating and CreatingThe title at the top of the foldable will be Revised Blooms TaxonomyUse this foldable to record notes for the next several slides</p> <p>Questioning FoldableAble to retrieve information learnedAble to recall and restate informationAble to reproduce algorithmic eventsQuestion Stems for RememberingWhat do you know about .?How did ___________ happen?Who was the main character?Can you define the word _________?Identify the date of _________?</p> <p>RememberingFact chartsWrite down known informationRepeat important informationLabel visual aidsIdentify important pointsUse an Outline to denote</p> <p>Possible Activities to help with RememberingParaphrasing important passagesInterpreting Explanation of math/science algorithmsRewording definitions into their own wordsQuestion Stem for UnderstandingHow would you explain ..?How would you rephrase.?Can you summarize the given passage?What was the main idea of the story?Can you give details about the _____?</p> <p>UnderstandingRetell a story in their own wordsGive an example or a non-exampleAllow them to come up with their own definitions of a wordAsk them to condense a paragraph into a single sentenceSummarize a sequence of eventsPossible Activities to help with UnderstandingMaking connectionsRelating key components of a short storySolving semi-complex problemsImplementing a plan to .DemonstrateQuestion Stems for ApplyingHow would you use ..?What examples can you find for ?How would you demonstrate?What else could ______ have done in the story?What would the result be if .? ApplyingAsk student to predictChoose the best statement that appliesWhat would the result be if .Make a scrapbook or journalConstruct a model that demonstrates how something works</p> <p>Possible Activities to help with ApplyingSorting and organizing informationCategorizing data into useful groupsCompare and contrast ideasUse of sequencing to make info relevantQuestion Stems for AnalyzingHow would you organize_______?What are the properties of ______?Why did _______ happen?What ideas justify..?What are the important steps in the ________ process?AnalyzingAsk them what the facts areWhich statement is relevantWhat conclusions can they come toState your point of viewPrepare a report on a particular subjectInvestigate the solution to a word problemPossible Activities to help with AnalyzingSupporting a positionDefending in a debate situationCriticizing a point of viewHypothesizing a mathematical conceptQuestion Stems for EvaluatingDo you agree or disagree with ..?How do you feel about ..?Which is better and which is worst?Which solution is the best and why?EvaluatingTry to find the errors in a given statementList a set of criteria to judge fromPick a side and try to convince other of your point of viewForm a panel to discuss the views of a particular time periodDetermine any inconsistencies in a system of equationsPossible Activities to help with EvaluatingDesigning/Developing Generalizing a mathematical conceptDrawing conclusions from a writing sampleInventing something used in a research projectQuestion Stems for CreatingWhat would happen if ..?How can you arrange ..?How would you improve it?What do you think would happen if .?CreatingAsk students to test their theoriesState a rule to a given problemCreate a timeline in historyUse a math problem to another math situationCompose a piece of musicRevise a passage to give a different plotPossible Activities to help with CreatingSeparate into two teams divide the roomGroup 1 can only ask Yes/No questions.Group 2 can ask any questions.All questions must be submitted in writing on the supplied chart paper.The goal of the game is to correctly guess the mathematics rule that will involve one of the four main operations: addition subtraction, multiplication or division.Each round will consist of asking one question to obtain information about the rule.The rule is then applied to a certain domino. If the domino fits the rule, I will be placed on the red sheet of paper. If not, the domino will not be placed on the red sheet of paper.One question per round.To win, your group must correctly identify the rule.</p> <p>Hint: The rule will be mathematical in nature andmay consist of the number of dots on each side of the domino or both.</p> <p>Dominoes ActivityWhat type of questions needs to be used?How does the questions need to be introduced by the teacher?How must a student interpret the questions to help lead them into a meaningful discussion?How can basic knowledge lead to conceptual thinking?How can conceptual thinking lead to procedural techniques?How can procedural techniques lead to metacognitive thoughts and problem solving?</p> <p>Important Questioning PracticesQuestions needs to use to the depth and complexity of the instructional situation.Questions should differentiate.Questions should be introduced to add value to or contribute to the knowledge gained both for the student and for the whole group.Questions should intrigue the whole group to participate.Questions should encourage ownership.The Role of the QuestionBecome the facilitator of the discussion.Use the appropriate question to level up on the Blooms list.Build in important Wait Time to allow for full dissemination of the information.Selection of student(s) to bring value to the discussion.Get students to talk more than the teacher.The Role of the Teacher asking the QuestionStudents lead the discussion.Students must adhere to the protocol.Agree to disagree but with mutual respect.Discussion needs to have added value.Students work together to further learning process.Obtain resources as needed.The Role of the StudentWait TimeThink Pair ShareRandom CallingClass SurveyMore than one AnswerDevils AdvocateTypes of Response StrategiesMr. Turner works example problems on the board and expects student to recreate his work.Students are given 50 ordered pairs and are expected to graph them all.Students are given a set of numbers and expect to find mean, median and mode.Mrs. Williams shows students where the formulas on the formula chart.Students are working in groups with one person doing all the work while the others are observing.Mr. Thompson requires that all students turn in their work at the end of the class period whether they are finished or not.Mrs. Perez reads a passage out loud.</p> <p>Less Effective Classroom InstructionMr. Turner puts a problem on the board and starts a class discussion by asking How could we solve this problem?Students are given 10 ordered pairs and are asked to determine if there is a correlation and to justify their answer.Mrs. Perez asks students to read a short passage and facilitates a class discussion on what the theme of the passage was.Mr. Thompson asks students to recreate a scene from a particular part in history?Mrs. Williams asks students to investigate formulas from a formula chart and give examples of where a particular formula would be used.</p> <p>More Effective Classroom InstructionEffective questioning will have the most impact when the question(s) is well thought out in advance.</p> <p>Transitioning from traditional questioning methods to well-prepared, meaningful and thought provoking questions will require a great deal of patience.</p> <p>Educators, such as yourselves, must be persistent and perceptive while asking purposeful questions.</p> <p>Unhelpful traditional questions must be replaced by inquiry based questioning as a means to supplement effective instruction.Conclusion</p>


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