TOOLS FOR QUESTIONING
Activity 1:
Reflection on Essential Questions -
What Essential Questions did you use last week?
How can we use maps to help us in everyday life?
How does an understanding of patterns help us in our everyday lives?
What was the effect?
Helped in terms of context and with reflection. Some students made links beyond the subject area content - eg to architecture, get places
Children were generating questions at lots of different levels around different aspects of number sequencing.
Students interpreted the question/content differently than anticipated - interpreted in nature and different ways. Generated questions that help take the lesson further. Students were synthesising their ideas into simple questions to dmeonstrate understanding and set goals for next lesson
What will you continue to work on?
Spending time taking the question a bit deeper.
Addressing some of their own questions.
Dr Jenni Way Nrich Maths
Reflection on Essential Questions -
What Essential Questions did you use last week?
How can we use maps to help us in everyday life?
How does an understanding of patterns help us in our everyday lives?
What was the effect?
Helped in terms of context and with reflection. Some students made links beyond the subject area content - eg to architecture, get places
Children were generating questions at lots of different levels around different aspects of number sequencing.
Students interpreted the question/content differently than anticipated - interpreted in nature and different ways. Generated questions that help take the lesson further. Students were synthesising their ideas into simple questions to dmeonstrate understanding and set goals for next lesson
What will you continue to work on?
Spending time taking the question a bit deeper.
Addressing some of their own questions.
Dr Jenni Way Nrich Maths
Activity 2:
EQ - How can I support students to ask questions that improve their understanding?
Go to the link below:
http://www.huntingenglish.com/2012/11/10/questioning-top-ten-strategies/
Read the introduction to the blog post and discuss with your group.
As a group, take time to read the 3 or 4 questioning strategies you were allocated. If you would like, take time to do further research into them.
Think about:
* Would you use these strategies in your classroom?
'Key Qs as Learning Objectives' - Essential Qs - invested choices, kids take ownership of learning.
'If this is the answer... what is the Q?' - using the 'Mock the Week' in older classes.
Yes you would use it - to generate questions, thinking 'backwards', differently about a topic. Good for differntiation - differentiates by outcome/level of question.
'Thunks' - asking Qs that can take kids off on different explorations (tangents) to generate higher order thinking - would be fun to do with students, gets them thinking laterally
'Just one more Question' - review questions you have asked and ask one more - 'eternal why'. Good because as well as generating new questions they're coming up with formative assessment feedback - gives good examples of some question stems you could use.
'Socratic questioning and Socratic Circles' - helpful for older students - 6 steps to follow, ongoing process of questioning. Students need to challenge assumptions.
'Pose, pause, pounce, bounce' - thinking time, moving questioning around the room. In younger years it would be good to use an actual ball for it. Importance of practicing 'wait time' for students, but pass it to other students.
'Hinge point questions' - ask questions at points in study to determine the direction of the lesson/future lessons/unit. Important of not programming too far ahead so able to be responsive to student needs/requests.
'Question continuum' - analysing questions in terms of different features eg inerest, complexity, see patterns in types of questions students are asking. Opportunity for students to reflect on their questions and analyse them further.
'Questioning monitor' - opportunity for students to track the questions in the class - who's asking, what sort etc. Then reflect on questioning that's happening.
'The Question Wall' - similar to the continuum. Children generating questions and then providing opportunities to review them and look at them again.
* How would you use these strategies in your classroom?
* What questions would you ask about these strategies?
Share your thoughts and ideas with the group.
Identify at least one strategy that you are going to put into place in your maths lessons before next Thursday, share with your lesson study partner.
EQ - How can I support students to ask questions that improve their understanding?
Go to the link below:
http://www.huntingenglish.com/2012/11/10/questioning-top-ten-strategies/
Read the introduction to the blog post and discuss with your group.
As a group, take time to read the 3 or 4 questioning strategies you were allocated. If you would like, take time to do further research into them.
Think about:
* Would you use these strategies in your classroom?
'Key Qs as Learning Objectives' - Essential Qs - invested choices, kids take ownership of learning.
'If this is the answer... what is the Q?' - using the 'Mock the Week' in older classes.
Yes you would use it - to generate questions, thinking 'backwards', differently about a topic. Good for differntiation - differentiates by outcome/level of question.
'Thunks' - asking Qs that can take kids off on different explorations (tangents) to generate higher order thinking - would be fun to do with students, gets them thinking laterally
'Just one more Question' - review questions you have asked and ask one more - 'eternal why'. Good because as well as generating new questions they're coming up with formative assessment feedback - gives good examples of some question stems you could use.
'Socratic questioning and Socratic Circles' - helpful for older students - 6 steps to follow, ongoing process of questioning. Students need to challenge assumptions.
'Pose, pause, pounce, bounce' - thinking time, moving questioning around the room. In younger years it would be good to use an actual ball for it. Importance of practicing 'wait time' for students, but pass it to other students.
'Hinge point questions' - ask questions at points in study to determine the direction of the lesson/future lessons/unit. Important of not programming too far ahead so able to be responsive to student needs/requests.
'Question continuum' - analysing questions in terms of different features eg inerest, complexity, see patterns in types of questions students are asking. Opportunity for students to reflect on their questions and analyse them further.
'Questioning monitor' - opportunity for students to track the questions in the class - who's asking, what sort etc. Then reflect on questioning that's happening.
'The Question Wall' - similar to the continuum. Children generating questions and then providing opportunities to review them and look at them again.
* How would you use these strategies in your classroom?
* What questions would you ask about these strategies?
Share your thoughts and ideas with the group.
Identify at least one strategy that you are going to put into place in your maths lessons before next Thursday, share with your lesson study partner.
