What does open-ended questioning mean? How and when do we use it?
Activity 1:
Read the article 'Using Questioning to Stimulate Mathematical Thinking' by Way, J. (2008) APMC 13 (3).
Discuss with a colleague and share three main points or ideas you take from that article.
Share these with the group.
Read the article 'Using Questioning to Stimulate Mathematical Thinking' by Way, J. (2008) APMC 13 (3).
Discuss with a colleague and share three main points or ideas you take from that article.
Share these with the group.
Responses:
* levels of mathematical thinking hard to get to the synthesis and evaluation with younger children, needs a lot of scaffolding
* tempting to turn questions into instructions 'Find another eg' rather than 'Can you find another way?'
* practicalities of getting all the children to be engaged and thinking - differentiation of questioning, need to think it through in advance
* open-ended but scaffolded at the same time
* use these problem solving skills and questioning strategies in other subjects but not maths - to do with how we were taught maths? Need to transfer all the skills we know about pedagogy to maths lessons as well - inferential, engaging
* new syllabus should make the use of different creative approaches more explicit
* how can we use these questions in a meaningful way that's relevant to students' lives and learning?
* feel like we're a bit tied to these rigid indicators? Does backward mapping from project based approach help? How can we make it work?
* o-e questioning lends itself better to some strands than others
* making sure that covering outcomes and content and identifying students' levels of achievement and ongoing needs - formative assessment
* use a lot of the assessment questions and final discussions
* ask a lot of questions around justifying, explaining answers
* are we planning questions to be ready to make sure they're at different levels and attacking different skills/areas?
* how are we teaching children to attack the questions to answer them?
* programming and allowing thinking time for children to process questions and apply their understanding.
* count to 10 before jumping in or prompting child further. Ask child to listen to someone else give an answer and adapt what they've said to their experience
* levels of mathematical thinking hard to get to the synthesis and evaluation with younger children, needs a lot of scaffolding
* tempting to turn questions into instructions 'Find another eg' rather than 'Can you find another way?'
* practicalities of getting all the children to be engaged and thinking - differentiation of questioning, need to think it through in advance
* open-ended but scaffolded at the same time
* use these problem solving skills and questioning strategies in other subjects but not maths - to do with how we were taught maths? Need to transfer all the skills we know about pedagogy to maths lessons as well - inferential, engaging
* new syllabus should make the use of different creative approaches more explicit
* how can we use these questions in a meaningful way that's relevant to students' lives and learning?
* feel like we're a bit tied to these rigid indicators? Does backward mapping from project based approach help? How can we make it work?
* o-e questioning lends itself better to some strands than others
* making sure that covering outcomes and content and identifying students' levels of achievement and ongoing needs - formative assessment
* use a lot of the assessment questions and final discussions
* ask a lot of questions around justifying, explaining answers
* are we planning questions to be ready to make sure they're at different levels and attacking different skills/areas?
* how are we teaching children to attack the questions to answer them?
* programming and allowing thinking time for children to process questions and apply their understanding.
* count to 10 before jumping in or prompting child further. Ask child to listen to someone else give an answer and adapt what they've said to their experience
Activity 2:
Using your scope and sequence, syllabus, mathematics program and the planning proforma work with your Lesson Study partner/team to develop a lesson for Week 4 in the Number strand with a focus on Working Mathematically.
Using your scope and sequence, syllabus, mathematics program and the planning proforma work with your Lesson Study partner/team to develop a lesson for Week 4 in the Number strand with a focus on Working Mathematically.
Lesson focuses/questioning strategies:
