15 th January 2009 NGUON Taing Leang National Ict Development Authority Cambodia
TAing by Questioning - phas.ubc.caphas_ta/2009/SandySlidesTATraining2009v0_2.pdfActivity adopted...
Transcript of TAing by Questioning - phas.ubc.caphas_ta/2009/SandySlidesTATraining2009v0_2.pdfActivity adopted...
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TAing by Questioning
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Learning Objectives
After this workshop you will be able to :
Appreciate that understanding students’ thinking is necessary in order to address their conceptual difficulties
Recognize how TA questions can positively impact student learning
Describe several types of useful questions
Apply this knowledge to generate questions for a specific teaching circumstance
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Module Overview
Video: Students in their Natural Habitat
Introduction to teaching by Questioning
Analysis of TA Transcripts
A bit of a breather
Summary of Questioning Techniques
Practice Exercise
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Observation of Students
These students are discussing the following question:
Which, if either, has more acceleration: a car cruising steadily at 60 mph or a rocket drifting steadily at 6000 mph?
As you watch, imagine what you might do if you were their TA.
The Tutorial Environment:
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Observation of Students
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Review
What is your gut response as you watch these students? What would you do if you were standing there?
Wouldn’t it be quicker to just tell them the answer?
Large-Group Discussion:
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Why Not Just Tell Them The Answer?
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Moving from Passive to Active
To increase student learning we want to shift into an interactive and collaborative mode
From Teacher-Centered to Learner-Centered
TAs can help by keeping focus on the students and using good Questioning
Let’s look at an example…
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Observation of other TAs
Teaching is a hard job; we can always improve
We’ll be stopping the videos a few times just to notice what’s going on
We aren’t watching these videos to criticise these TAs, but to learn from them
Don’t panic
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Tutorial Group A
Read the question that the students are working on (in a box on your worksheet)
Discuss briefly with your group: what is the point of this exercise?
Small-Group Learning Activity: (6 min)
Activity adopted from Maryland Tutorials in Sensemaking, A. Elby et al, Physics Department, University of Maryland
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Tutorial Group A
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Tutorial Group A Analysis
Take a few minutes to discuss the questions on your worksheet and jot down a few words for each one
(5 min)
Activity adopted from Maryland Tutorials in Sensemaking, A. Elby et al, Physics Department, University of Maryland
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Tutorial Group A Analysis
At line 20 the TA leaves the students to discuss on their own, but this doesn’t seem to help them. When do you think this is a helpful technique?
How do the students seem at the end of the clip? Do you have any concerns about their understanding?
What does the TA do well?
What could he have done better?
Large-Group Discussion:
Activity adopted from Maryland Tutorials in Sensemaking, A. Elby et al, Physics Department, University of Maryland
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Tutorial Group B
Read the question that the students are working on (in a box on your worksheet)
Discuss with your group: what are the main goals of this tutorial?
Peek ahead to the discussion questions on page 5 and keep them in mind as we watch the video
Small-Group Learning Activity: (6 min)
Activity adopted from Maryland Tutorials in Sensemaking, A. Elby et al, Physics Department, University of Maryland
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Tutorial Group B
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Tutorial Group B Analysis
Take a few minutes to discuss the questions on your worksheet and jot down a few words for each one
(5 min)
Activity adopted from Maryland Tutorials in Sensemaking, A. Elby et al, Physics Department, University of Maryland
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Tutorial Group B Analysis
How do the students seem at the end
of the clip?
What does this TA do well?
What could he have done better?
Large-Group Discussion:
Activity adopted from Maryland Tutorials in Sensemaking, A. Elby et al, Physics Department, University of Maryland
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Tutorial Group Comparison
What are some key differences in the style of these TAs?
Large-Group Discussion:
Activity adopted from Maryland Tutorials in Sensemaking, A. Elby et al, Physics Department, University of Maryland
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~ Break Time ~
After the break:
A Taxonomy of Questions
Questioning Practice
(10 min)
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Three Types of Questions (for answering Questions)
1. Questions of Clarification Where are we?
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Three Types of Questions (for answering Questions)
1. Questions of Clarification Where are we?
2. Backward – Thinking Questions How did we get here?
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Three Types of Questions (for answering Questions)
1. Questions of Clarification Where are we?
2. Backward – Thinking Questions How did we get here?
3. Forward – Thinking Questions Where are we heading?
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The Mystical Fourth Type of Question! (for answering Questions)
4. Questions to encourage the use of Problem-Solving Methodology Which step of the problem-solving
method / lab instructions are you working on?
Did you successfully complete the earlier steps?
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Practice Questioning
Read the question that the students are working on (in a box on your worksheet)
Imagine that you are another TA in the room, and watch the following video.
What questions could we ask to help move these students towards a better understanding?
Small-Group Exercise:
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“Timmy’s fallen down the well!” A rope pulls a child straight upward at steady
speed. The child weighs 250 newtons.
Consider the child, initially at rest, right when the rope first starts to pull him upward. During that initiation stage of the motion, is the upward force from the rope greater than, less than, or equal to 250 newtons (the child’s weight)? What does Newton’s second law say about this
question? (Hint: Is the child accelerating during the initiation of the motion?)
Does the Newtonian answer here agree with common sense?
Students are working on:
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Questioning Practice Video
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Practice Questioning
Review the transcript individually
Imagine you are given a chance to contribute: Discuss with your group to think of questions that you could ask
Try to come up with as many different types of questions as you can
Small-Group Exercise: (5 min)
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Practice Questioning
What did you come up with?
Large-Group Discussion:
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Key Guidelines for Questioning
One question at a time avoid yes / no
Wait for a response 5 – 10 seconds
Paraphrase or follow-up question
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Body Language
Look at the person or class directly
Listen attentively
Be complimentary find and reinforce the logical
reasoning behind answers (even the wrong ones)
Relax :-)
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Review: Learning Objectives
Learners will be able to : Appreciate that understanding students’
thinking is necessary in order to address their conceptual difficulties
Recognize how TA questions can positively impact student learning
Describe several types of useful questions
Apply this knowledge to generate questions for a specific teaching circumstance
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Reflection and Feedback
Write in your notebook (for you): How can listening help your teaching? What new tips or types of questions did
you learn?
Write on a 3x5 card (for me)
One thing I should start doing One thing I should stop doing One thing I should continue doing
(5 min)
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References
This module was developed with materials from:
The Maryland Tutorials in Physics Sensemaking, A. Elby, R. Scherr, et al.
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~ Break Time ~
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Final Reflection
What’s an important thing you learned today?