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Some Science Formative Assessment Strategies
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Effective Questioning and Response
Strategies(Just the FACTs)
(Formative Assessment Classroom Techniques)
Peg Christensen - Heartland AEA
Much of the information in this presentation is adapted from the September 15, 2008 Every Learner Inquires presentation done by Joyce Tugel - Maine
Mathematics and Science Alliance
Purpose of this session:
Examine the role that “strategies to improve questioning and responses” play in uncovering students’ ideas
Explore techniques and strategies we can use to improve teacher and student questioning and responses
Breaking Free From I-R-E (Initiate-Respond-
Evaluate)Two or Three Before Me - pp. 206-207
Popsicle Sticks or Index Cards (Poker Chip - Judy Rex) - pp. 158-159
No Hands Questioning - pp. 140-142
Answer a Question - Ask a QuestionVolleyball - Not Ping Pong! - pp. 211-213
The FACTs(Formative Assessment Classroom
Techniques - to Improve Questioning and Responses)
Explanation Analysis Fact First Questioning Fishbowl Think Aloud Guided Reciprocal Peer Questioning Juicy Questions No-Hands Questioning Partner Speaks Pass the Question Popsicle Stick or Index Card
Questioning
Questioning StrategiesPrefacing ExplanationsPaired Verbal Fluency (PVF)Question GeneratingThink-Pair-ShareTwo or Three Before MeTwo-Thirds TestingVolleyball - Not Ping PongWait Time Variations
All Students Response Strategies - Public
ABCD cards4 Corner Responses - pp. 97- 99
Mini white-boards - pp. 218- 221
All Students Response Strategies- Public
Sticky Bars - pp. 178-180 “Clickers” (Performance Response
System) Commit and Toss - pp. 65-68
Exit Passes/Ticket Out the Door - pp. 197-199 (Three-Two-One)
Cultivating students’ role in quality questioning Inviting students to
elaborate or “piggy back”Encouraging student-student interactions
Teaching students to formulate questions (See Mark Walker document) – Starting on p. 68
Activating students as owners of their learning-
METACOGNITION Self-Assessment of Understanding -
e.g. I used to Think . . . but Now I Know - Think-Pair-Share – pp. 192-193
Traffic Light Cards - Red, Yellow, Green – pp. 199-201
Traffic Light Cups – pp. 201 -202
Traffic Light Pairings Stop/Go Cards Traffic Light Dots - Red/Green
Discs/Dots – pp.203-204
In Summary Ask fewer low-level questions Ask more thought-provoking
questions Use questions to probe and
extend thinking Vary the ways in which you
want students to respond to your questions
Provide wait time
Resources