Questioning for cab_feb._16_2011_rev

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Questioning PowerPoint

Transcript of Questioning for cab_feb._16_2011_rev

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Quality Questioning in the Classroom

Peg Christensen - Heartland AEA with assistance from Jesse Wilcox (Valley Southwoods)

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

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Purpose of this session:

Examine the central role questioning plays in uncovering students’ ideas

Learn about the research on questioning

Explore types of questions, and techniques and strategies we can use to improve teachers and students questioning

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Brainstorm

What types of questions are effective?

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Research About Current Practice

What’s actually happening in classrooms?

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Research Findings

Jigsaw

Each person adopts one of the research findings

Quietly read your research (2 min)

Share findings and implications with your group (2 min each)

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Barriers to Best Practice

Why is there a gap between best practice

and reality?

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Barriers to Best Practice

Content coverage Time constraints Habit or tradition A felt need to maintain

“control” of class Ease for teacher Not wanting to embarrass

students

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How can we move beyond current practice

towards quality questioning?

One teacher behavior assessment used to improve questioning is SATIC Coding

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What do you notice I’m doing when I ask you

questions?

What kinds of behaviors do you see me displaying as I ask questions?

Why are these behaviors as important as the questions?

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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

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Questions for Reflection What culture has been established in my

classroom that supports quality questioning?

What structures are in place to support students as they learn to be more fully engaged in classroom discourse?

How is my classroom student-centered?

To what extent do my students and I possess a shared understanding of what good questions look like/sound like?

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