STEM

cienceechnologyngineeringathematics

Why Should We Be Concerned?

So, What Do K-8 Teachers Need To Do?

Asking the Right QuestionsAsking the Right Questions There are many ways to ask a question and There are many ways to ask a question and

some ways are better than others. It is some ways are better than others. It is important to think of thoughtful questions that important to think of thoughtful questions that encourage students to think critically about encourage students to think critically about the concept being learned. In order to be the concept being learned. In order to be successful at effectively questioning students, successful at effectively questioning students, teachers must be aware of the type of teachers must be aware of the type of questions they are directing to the students questions they are directing to the students and use effective questioning practices. and use effective questioning practices.

Suggestions for Effective QuestioningSuggestions for Effective Questioning Maximize...Maximize... ...asking questions that begin with ...asking questions that begin with

words like "What if," "Explain," words like "What if," "Explain," "Analyze," "Create," and "Compare "Analyze," "Create," and "Compare and contrast," etc.and contrast," etc.

...the amount of time you wait after ...the amount of time you wait after you pose a question, i.e. wait-time, you pose a question, i.e. wait-time, in order to allow students to process in order to allow students to process the question in their minds.the question in their minds.

...asking students to elaborate on ...asking students to elaborate on their answers and asking students their answers and asking students "why.""why."

...opportunities for students to pose ...opportunities for students to pose questions amongst themselves.questions amongst themselves.

...providing opportunities that ...providing opportunities that challenge students' original challenge students' original conceptual understandings.conceptual understandings.

...encouraging students to work through ...encouraging students to work through their decision making process, even if it their decision making process, even if it bring frustration and makes them leave bring frustration and makes them leave their comfort zone of learningtheir comfort zone of learning..

• ...thinking about the types of ...thinking about the types of questions that need to be asked and questions that need to be asked and preparing specific questions prior to preparing specific questions prior to teaching a lesson. Use of real world teaching a lesson. Use of real world problems.problems.

... open questions... open questions

Minimize...Minimize... ...asking questions that have a "yes" ...asking questions that have a "yes"

or "no" response and questions that or "no" response and questions that require merely direct recall of require merely direct recall of definitions etc. definitions etc.

...calling on students directly after ...calling on students directly after you pose a question and calling on a you pose a question and calling on a student before you even ask the student before you even ask the question.question.

...telling a student their answer is ...telling a student their answer is wrong without asking them to think wrong without asking them to think of why it is wrong.of why it is wrong.

...straight lecture without student ...straight lecture without student interaction.interaction.

...providing opportunities that do ...providing opportunities that do not encourage creative and critical not encourage creative and critical thinking.thinking.

...giving students direct answers to ...giving students direct answers to their questions without allowing their questions without allowing them to think through the decision them to think through the decision making process.making process.

... keeping questioning on a ... keeping questioning on a knowledge or recall level. knowledge or recall level.

...closed questions...closed questions

Variations of QuestionsApplication Questions: These questions ask students to apply essential knowledge to new settings and contexts. For example: How could you apply these grammar and usage principles to your essay?

Analytical Questions: These questions ask students to dissect key information and analyze essential concepts themes, and processes. For example: How are these characters alike and different? What are the major causes of this situation?Synthesis Questions: These questions require students to formulate a summary of key ideas, make inferences, or create new scenarios. For example: Based upon these facts, what predictions would you make? How do you imagine the space ship would look? What do you estimate will be the costs for the project? How might you invent a solution to this ecological problem?

Questioning Conti.Interpretive Questions: These are open-ended questions that require students to formulate opinions in response to ideas presented in a print or non-print (e.g., art work, audio-visual) medium. Students must support their opinions with direct textual evidence. For example: What does Frost mean when he says: "I have miles to go before I sleep?" Why does the photographer emphasize only his subject's eyes?

Evaluative Questions: These questions require students to formulate and justify judgments and criticisms based upon clearly-articulated evaluative criteria. For example: Why did you decide to choose that course of action? How would you rank these choices? How might you defend that character's actions? How would you verify that conclusion?

Teachers must design questions to encourage students to think on their own and construct their own explanations. This will allow students to maximize their learning potential.

Learning is an active process.

Check out some of these STEM Websites

www.egfi-K12.org (Engineering, Go For It)www.pbs.org/designsquadwww.familyengineering.orgwww.nasa.gov/audience/foreducators/bestwww.nasa.govwww.awim.orgwww.greatmindsinstem.orgwww.stemresources.com/http://www.coe.ou.edu/sees/index.htmhttp://www.mos.org/eie/