Effective Questioning and Response

Strategies(Just the FACTs)

(Formative Assessment Classroom Techniques)

Peg Christensen - Heartland AEA

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

Purpose of this session:

Examine the role that “strategies to improve questioning and responses” play in uncovering students’ ideas

Explore techniques and strategies we can use to improve teacher and student questioning and responses

Breaking Free From I-R-E (Initiate-Respond-

Evaluate)Two or Three Before Me - pp. 206-207

Popsicle Sticks or Index Cards (Poker Chip - Judy Rex) - pp. 158-159

No Hands Questioning - pp. 140-142

Answer a Question - Ask a QuestionVolleyball - Not Ping Pong! - pp. 211-213

The FACTs(Formative Assessment Classroom

Techniques - to Improve Questioning and Responses)

Explanation Analysis Fact First Questioning Fishbowl Think Aloud Guided Reciprocal Peer Questioning Juicy Questions No-Hands Questioning Partner Speaks Pass the Question Popsicle Stick or Index Card

Questioning

Questioning StrategiesPrefacing ExplanationsPaired Verbal Fluency (PVF)Question GeneratingThink-Pair-ShareTwo or Three Before MeTwo-Thirds TestingVolleyball - Not Ping PongWait Time Variations

All Students Response Strategies - Public

ABCD cards4 Corner Responses - pp. 97- 99

Mini white-boards - pp. 218- 221

All Students Response Strategies- Public

Sticky Bars - pp. 178-180 “Clickers” (Performance Response

System) Commit and Toss - pp. 65-68

Exit Passes/Ticket Out the Door - pp. 197-199 (Three-Two-One)

Cultivating students’ role in quality questioning Inviting students to

elaborate or “piggy back”Encouraging student-student interactions

Teaching students to formulate questions (See Mark Walker document) – Starting on p. 68

Activating students as owners of their learning-

METACOGNITION Self-Assessment of Understanding -

e.g. I used to Think . . . but Now I Know - Think-Pair-Share – pp. 192-193

Traffic Light Cards - Red, Yellow, Green – pp. 199-201

Traffic Light Cups – pp. 201 -202

Traffic Light Pairings Stop/Go Cards Traffic Light Dots - Red/Green

Discs/Dots – pp.203-204

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

Resources