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Differentiating Instruction: Asking Good Questions Rose Palmer Brad Pearson rpalmer@pps.k12.or.us bpearson@pps.k12.or.us. During a classroom lesson, the role of the teacher is to. Pose questions and tasks that engage all students Listen carefully to students’ ideas
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Differentiating Instruction: Asking Good Questions Rose Palmer Brad Pearson rpalmer@pps.k12.or.us bpearson@pps.k12.or.us
During a classroom lesson, the role of the teacher is to • Pose questions and tasks that engage all students • Listen carefully to students’ ideas • Ask students to clarify and justify their ideas orally and in writing • Decide what to pursue in depth from among the ideas that students offer during discussion
Which does not belong?Be prepared to share your reasoning for each problem. 1. 2. A B S D 3. 9 14 5 3
BLOOM’S REVISED TAXONOMY • Remembering: can the student recall or remember the information • Understanding: can the student explain ideas or concepts • Applying: can the student use the information in a new way? • Analyzing: can the student distinguish between the different parts? • Evaluating: can the student justify a stand or decision? • Creating: can the student create a new product or point of view?
Good Questions for Math Teaching “In the course of a normal school day, about 60% of the things teachers say are questions and most of these questions are not planned.” -Pat Lilburn and Peter Sullivan
Planning Questions 2/3 of our questions should be at a higher level and 1/3 of our questions should be at a remember or recall level.
Categorizing Questions • Closed questions • Require an answer or response to be given from memory • Open questions • Requires a student to think more deeply and to give a response that involves more than recalling a fact or reproducing a skill
“Studies of questioning in typical mathematics classrooms confirm that most questions make minimal demands on student thinking. Low level questions include yes/no questions; guessing; simple recall of facts, formula, or procedure, leading or rhetorical questions, and those answered immediately by the teacher” ~John Sutton and Alice Krueger, Editors Bethought
Three Features of Good Questions • They require more than remembering a fact or reproducing a skill • Students can learn by answering the questions, and the teacher learns about each student from the attempt • There may be several acceptable answers and/or several methods to obtain the answer.
Questioning Strategies with Every Day Counts
Asking Good Questions with Every Day Counts • Patterns • Can you describe the pattern? • Is there a general rule? • Is that always true? • Explanations • How did you solve that? • What strategy did you use?
Asking Good Questions with Every Day Counts • Proof or How You Know It’s True • Why is that true? • Why do you think that? • Will that always be true? How do you know? • Why is this a reasonable answer? Can you convince us?
Asking Good Questions with Every Day Counts • Inquire and Making Connections • What would happen if…? • How is this like or unlike…? • Is there another way…?
What is 23x4? What level of cognitive demand did this question ask for? Is this an open or closed question?
Solve the following problem: How could you calculate 23 x4 if the 4 button on your calculator is broken? Show your thinking. How could you calculate 23 x 21 if the 2 button on your calculator is broken?
