Improving Classroom Questions in Mathematics

1. Improving Classroom Questions in Mathematics Title I Directors’ Meeting October 4, 2010 Morgantown

2. What does Socrates have to do with all of this? Wasn’t he forced to drink hemlock? Isn’t hemlock poisonous? How can a student learn by being asked a question? (If she can answer; she already knows – if not, why would asking the question help her learn?) Who wants to know? What does this have to do with mathematics? When is the best time to ask a question? How Could Asking Questions Lead to Higher-Level Thinking? What might be the danger in using questioning as an instructional strategy – or is there any? What makes a question a good question? How soon should you expect an answer to a question? How long is “too long” to wait for an answer? John Ford, Title I Mathematics Coordinator Could a teacher ask too many questions? How many would that be? How would someone know? If there are “good” and “bad” questions, is it better to ask “bad” questions or to ask no questions?

3. There are 10 types of people in the world. Those who understand binary and those who don’t. An exercise in using questioning to teach about the binary number system based on the work of Rick Garlikov. http://www.garlikov.com/Soc_Meth.html

4. How can a student learn by being asked a question? (If she can answer; she already knows – if not, why would asking the question help her learn?)

5. What Was Being Asked? { • Content (yes/no) questions – one right answer • “What are words made of?” • “How many letters in the English Alphabet?” • “How many numerals do we use?” • Questions with more than one correct answer • “Who can write 10 another way?” • “Why do you think we have 10 numerals?” • “How can you show ‘55’ with your fingers?” R E C A L L TH I N K I N G O T H R E E R C A T L H L A N {

6. Learning begins with Questioning Why ask better questions? “When teachers master the art of questioning, . . . they will add purpose and relevance to learning.” - Chuska, Improving Classroom Questions, second edition, 2003, p. 13 • Socrates 469 – 369 B.C.E. • Children’s Thinking - David Russell, 1956 • Taxonomy of Educational Objectives - Benjamin Bloom, 1956 • Classroom Questions: What Kinds? - Norris M. Sanders, 1966 • Teaching Strategies and Cognitive Functioning in Elementary School Children - Hilda Taba, 1966 • Teacher Effectiveness Training - Thomas Gordon, 1974 • Involving Students in Questioning - Francis P. Huskins, 1976 • Improving Classroom Questions - Kenneth R. Chuska, 1995 and 2003

7. Planning Lessons - Planning Questions • Integral to lesson planning should be question planning • Questions should be open-ended • Question selection should consider students’ knowledge and allow for personal input

8. Six Motivation Strategies • Ask Fewer Questions Could a teacher ask too many questions? How many would that be? How would someone know?

9. Six Motivation Strategies • Ask Fewer Questions • Provide Time for Answers How soon should you expect an answer to a question? How long is “too long” to wait for an answer?

10. Six Motivation Strategies • Ask Fewer Questions • Provide Time for Answers • Pay Attention to the Student

11. Six Motivation Strategies • Ask Fewer Questions • Provide Time for Answers • Pay Attention to the Student • Less Talk

12. Six Motivation Strategies • Ask Fewer Questions • Provide Time for Answers • Pay Attention to the Student • Less Talk • Give Students Time to Write Answers

13. Six Motivation Strategies What does Socrates have to do with all of this? Wasn’t he forced to drink hemlock? Isn’t hemlock poisonous? • Ask Fewer Questions • Provide Time for Answers • Pay Attention to the Student • Less Talk • Give Students Time to Write Answers • Activate Background Knowledge What might be the danger in using questioning as an instructional strategy – or is there any?

14. Six Motivation Strategies • Ask Fewer Questions • Provide Time for Answers • Pay Attention to the Student • Less Talk • Give Students Time to Write Answers • Activate Background Knowledge

15. Components for Effective Questioning What makes a question a good question?

16. Components for Effective Questioning • An Issue, Problem or Challenge

17. Components for Effective Questioning • An Issue, Problem or Challenge • Real-World Reference Points Rigor /Relevance Framework C D Assimilation Adaptation A B Acquisition Application

18. Components for Effective Questioning • An Issue, Problem or Challenge • Real-World Reference Points • An Appropriate Approach

19. Components for Effective Questioning • An Issue, Problem or Challenge • Real-World Reference Points • An Appropriate Approach • A Reasoning Goal

20. Designing Questions • What gives rise to the question? • Origin, Purpose, or Reason • From what sources does the question arise?

21. Designing Questions • What gives rise to the question? • How is the question framed? • How does the teacher determine which questions and in what order? • What criteria should the question meet? - How might students approach answering it?

22. Designing Questions • What gives rise to the question? • How is the question framed? • What answer is anticipated? - What kinds of responses might students make? - How will the teacher treat the student responses? - What follow-up questions might the teacher or students ask?

23. When Should a Question Be Asked? When is the best time to ask a question?

24. When Should a Question Be Asked? • Before Study Begins • To Motivate • To Promote Student Goal Setting • To Determine Readiness • To Stimulate Thinking • To Convey Purpose • To Create a Positive Learning Atmosphere • To Discern Student Interest or Knowledge • To Activate Background Knowledge  

25. When Should a Question Be Asked?    • Before Study Begins • To Motivate • To Promote Student Goal Setting • To Determine Readiness • To Stimulate Thinking • To Convey Purpose • To Create a Positive Learning Atmosphere • To Discern Student Interest or Knowledge • To Activate Background Knowledge

26. When Should a Question Be Asked? • Before Study Begins • The “Big Four” Questions • What do you know you know about the topic? • What do you think you know about the topic? • What do you want to know? • What do you feel or believe about an issue or problem?

27. When Should a Question Be Asked? • Before Study Begins • Timing • - Two to three days prior to the beginning of a unit in the primary grades • - Two to three weeks in advance for grades four and up

28. When Should a Question Be Asked? • Before Study Begins • During the Lessons • - Analyzing and Critiquing

29. When Should a Question Be Asked? • Before Study Begins • During the Lessons • - Analyzing and Critiquing • - Anticipating Outcomes

30. When Should a Question Be Asked? • Before Study Begins • During the Lessons • - Analyzing and Critiquing • - Anticipating Outcomes • - Summarizing

31. When Should a Question Be Asked? • Before Study Begins • During the Lessons • - Analyzing and Critiquing • - Anticipating Outcomes • - Summarizing • - Detecting Bias and Examining • Viewpoints

32. When Should a Question Be Asked? • Before Study Begins • During the Lessons • After the Lesson • To summarize • To reflect on what was learned • To draw conclusions • To synthesize information with former learning • To extend students’ learning

33. One Last Question What does this have to do with mathematics?

34. An example from: “Number Talks: Helping Children Build Mental Math and Computational Strategies” by Sherry Parrish 18 / 2 1 / 1 / 328 - 69 259

35. Contact Information:John Ford Title I Mathematics Coordinatorjford@access.k12.wv.us(304) 558-7805 ext. 53349 ?