quality questioning

QualityQuestioning

Jenny.ray@education.ky.govRenee.yates2@education.ky.gov

October 27, 2012

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Jenny RayRenee’ Yates

Targets

Recognize effective questions to use with students and facilitate discussions & provide feedback to move students forward.

Promote questioning with students using engaging techniques and formative assessment activities.

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You may remember….

Economics

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Handout 1

Mostly 4’s - Nice Mostly 2-3’s - See suggestionsMostly 1’s – See me at the break!

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Handout 1

Side 2

Discuss with a partner…

What are some areas of questioning you do well?

What are some areas of questioning you can improve on based on the survey results?

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350 a day x 180 days = 63,000

(Only 5% or 17 would be considered higher level

questions)63,000 x 10 = 630,000

63,000 x 20 = 1,260,000

63,000 x 30 = 1,890,000

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Leven and Long, 1981

Habits Are Hard to BreakA teacher with 20 years of experience will have asked something like 1.2 million questions in her career. And when you’ve done something the same way, over a million times, it’s quite difficult to start doing it another way.

Wiliam (2003)

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Betsy’s quotes Ruby Payne… Shirley Clarke – Most questions are answered in less than

1 second We want to push students to be the ones

doing the thinking.

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Good Questions10

This is where we will do a card sort…into two piles.

Lead them through a discussion about what characteristics differentiate your two piles.

Use the next slide to help generate characteristics

Then the closed/open slide to solidify their understanding.

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For example… Closed/Open Questions

To which fact family does the fact 3 x 4 = 12 belong?

Describe the picture below by using a mathematical equation.

x x x xx x x xx x x x

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• They give you facts. 

• They are easy to answer.

• They are quick to answer.

• They keep control of the conversation with the questioner.

• Is likely to receive a long answer.

• They ask the respondent to think and reflect.

• They will give you opinions and

 feelings.• They hand control of

the conversation to the respondent.

OPENCLOSED vs 13

Closed/Open Questions14

Creating Open Questions

Turning around a question Asking for similarities and

differences Replacing a number/word with a

blank Asking for a number sentence Changing the question/extend the

answer

Turning Around a Question

What is half of 20?Instead Try: 10 is a fraction of a

number. What could the fraction and the number be?

What is the hypotenuse of a right triangle if the legs are 3 units and 4 units?

Instead Try: One side of a right triangle is 5 units long. What could the other side lengths be?

High School Examples17

Asking for Similarities/DifferencesHow is a square similar to a rectangle? How is it different?

How are the square root of 2 and the square root of 5 the same? Different?

High School Examples19

Replacing a Number with a BlankFind the perimeter of a rectangle with a length of 31 and a width of 18.Instead Try: Choose a number for the length of a rectangle. Now choose a number for the width of a rectangle. What is the area of this rectangle?

Asking for a Number SentenceCreate a math sentence with the numbers 3 and 4 along with the word “more”

Create a math sentence that includes the words “linear” and “increasing” as well as the numbers 4 and 9.

High School Example22

Extending the Question

At the end of a student answer ask:

How do you know? Or…What could…What might…Do you agree…why or why not?When would…

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Handout 2

Table Talk-Process Time

What will you try?

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What are the implications of asking good questions in a classroom?

(Discuss with your shoulder partner.)

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Reflection Time…..

Other Considerations… Wait Time (3 seconds)

Cognitive Level of QuestionsRecallUseCreate

Questions need to focus on big ideas or curricular goals

Be sure to provide just the right amount of ambiguity

….

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How do we expect students to answer questions?http://www.youtube.com/watch?v=Boxsh_onY5E

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Nice quote:

“Quality questions create a quality life. Successful people (teachers) ask better questions, and as a result, they get better answers.” Anthony Robbins

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A good question is framed in such a way that a variety of responses or approaches are possible.

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Connect to TPGES card… MY FAVORITE NO…Each person at table select a different section of the CHETL card. Read over your section.

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TPGES slide 3b Questioning from TPGES

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My Favorite No…Formative Assessment Strategy

While watching the video clip, check which statement you observe from the lesson. prepared to share at the end.

https://www.teachingchannel.org/videos/my-favorite-no?fd=0

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This morning we…

Effective QuestioningSelf assessmentCognitive level of questionsClosed vs Open QuestionsMy Favorite No

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Questioning

On Average, a teacher asks 400 questions a day (one third of their time)

Most of the questions are answered in less than one second (Hastings, 2003)

60% recall facts and 20% are procedural (Hattie, 2012)

IRE structure is dominate (Initiate – respond –evaluate)

Most answers are right or wrong

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Students asking Questions

Teachers take up to two-thirds of the classroom talk time. Students are “talk-deprived” (Alvermann et al., 1996)

Student discussion increase retention as much as 50%. (Sousa, 2001)

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Renee’ Yates and Jenny RayRegional Mathematics Content Specialists

Kentucky Department of EducationOffice of Next Generation Learners

www.ReneeYates2math.com

www.JennyRay.net

Thank you for your participation today!

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