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Questioning Strategies for Coaching and Teaching

It’s all about asking the right questions. Questioning Strategies for Coaching and Teaching. Presented by Janet Stephenson Brevard Public Schools Math Institute June 8-12, 2015. First, let’s take a look at the lighter side of questioning. Does the object continue to move?

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Questioning Strategies for Coaching and Teaching

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  1. It’s all about asking the right questions. Questioning Strategies for Coaching and Teaching Presented by Janet Stephenson Brevard Public Schools Math Institute June 8-12, 2015

  2. First, let’s take a look at the lighter side of questioning.

  3. Does the object continue to move? No,there is an elephant in the way.

  4. What did you do about the remainder? A. Ignored it. Why? I didn’t want to waste time with remainders (dinner time).

  5. Elbow Partners Time • What is discourse? • Why is it important to get kids talking about their math reasoning?

  6. Instructional Strategies TRADITIONAL Teacher Role • As a dispenser of knowledge Student Role • Passive Receiver Student Work • Teacher prescribed activities INQUIRY Teacher Role • As a coach and facilitator Student Role • Self-directed learner Student Work • Student directed learning

  7. Why Questioning? • Taps Higher Order Thinking Skills (HOTS) • Helps students reason and make sense of math • Make connections

  8. Does this sound familiar? • Walk about results: • 82% of questions—remember • 88% of questions were asked of 1 student • Wait time 1 was used 20 out of 500 obs. • When no answer: repeated the question, rephrased it or answered it • 40% of questions answered incorrectly or incompletely—no feedback (c) Walsh & Sattes, 2013

  9. Changing the Rules and the Roles of the Game Traditional classroom questioning can be compared to a baseball game. The TEACHER plays the roles of: pitcher, catcher, umpire, base players, and outfielders. The STUDENTS? One at a time, they come up to bat: take a swing (sometimes hit and sometimes miss); then go back to sit on the bench until it’s their turn to bat again. Who’s engaged all the time? (c) Walsh & Sattes, 2013

  10. Changing the Rules and the Roles of the Game Quality questioning classrooms engage all players: in pitching questions, batting (answering) in cooperative response formats, fielding the responses, and throwing follow-up questions to one another. This requires that all stay alert and engaged all the time! (c) Walsh & Sattes, 2013

  11. Table Talk • What gets in the way of teachers posing higher order questions? • Any solutions?

  12. Our goal is to increase the percentage of our questions that require students to think. Where do we begin?  • Step 1: Crafting Higher-Level Thinking Questions • Step 2: Posing Higher-Level Thinking Questions

  13. Coaching Cycle ToolsCh.5 – page 84 • Planning Tools • Data Gathering Tools • Reflection Tools

  14. Crafting Higher-level Thinking Questions requires preplanning efforts if the right questions are to be crafted for the lesson’s learning objectives. • Write them into a lesson plan • Put them on a podium/clipboard • Print them out in large letters and place around the room to remind you

  15. Try To ListHandout P. 2 • Use wait time • Avoid answering your own questions • Ask open ended questions • Follow up questions with phrases such as why or tell me how you know • Keep all students actively involved

  16. Phrases that May Fail to MotivateHandout P. 3 • Does someone know if… • Can anyone here give me an example of… • Who knows the difference between…. • Someone tell me the definition of… • Ok, who can tell me…

  17. 3 Typical Questioning Patterns • Initiation-Response-Feedback (IRF) • IRF Example: T: What is 30/2? S: 15 T: Good

  18. 3 Typical Questioning Patterns • Funneling • Teacher: (0, 0) and (4, 1) [are two points on the line in graph B]. Great. What’s the slope? • [Long pause—no response from students.] • Teacher: What’s the rise? You’re going from 0 on the y [axis] up to 1? What’s the rise? • Students: 1. • Teacher: 1. What’s the run? You’re going from 0 to 4 on the x [axis]? • Students: 4. • Teacher: So the slope is ______? • Students: 0.25 [in unison with the teacher]. • Teacher: And the y-intercept is? • Students: 0. • Teacher: So, y = 1/4x? Or y = 0.25x would be your equation

  19. 3 Typical Questioning Patterns • Focusing • How do you/we know? • What does this part represent in your/our solution? • How do you know your/our answer is reasonable? • What could you/we add to your/our solution to make it clearer for the reader? • How can you/we represent your/our thinking?

  20. Is the questioning pattern allowing the discussion to achieve the goals of the lesson? • Is the pattern helping students’ articulate their thinking? Or mainly providing feedback (IRF). • Is the pattern funneling students to use only the strategy we want them to use? • Coaches can work with teachers to identify current interaction patterns. • Try to modify them to focus student thinking. • Write down the series of questions that were asked and try to identify when an IRF pattern was being used, when funneling was occurring, and when students’ thinking was at its best.

  21. 5 Productive Talk MovesMathematics Coaching Book P. 79 Figure 5.2 Also P. 1 of handout Revoicing Rephrasing Reasoning Elaborating Using Wait Time

  22. 5 Productive Talk MovesP. 79 Figure 5.2 Teaching channel • Rephrasing: Click HERE! Mrs. Simpson’s class. • Reasoning: Click HERE! Mrs. Saul’s class. Heads Together, Butts Up

  23. Productive Talk FormatsRefer Handout P.1 • Whole-Group Discussion • Small-Group Discussion • Partner - Talk

  24. Elbow Partners Time • What are other creative ways or structures you have seen teachers use to engage their learners?

  25. Planning ToolsMathematics Coaching Book P. 85 - 87 P. 85 – planning tool: coaching questions P. 86 – PLANNING FOR STUDENT MISCONCEPTIONS – CREATE HIGHER LEVEL QUESTIONS P. 87 – PLANNING QUESTIONS ACROSS A LESSON

  26. Planning for MisconceptionsMathematics Coaching p. 86 MAFS.3.MD.1.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

  27. Data Gathering ToolsMathematics Coaching Book P. 88-91 P. 88 & 89 – bloom’s Taxonomy -Webb’s DOK P. 90 - QUESTIONING PATTERNS P. 91 – WAIT TIME

  28. Table Talk: Teaching the Art of Questioning in Digestible Bites • Develop a time line for 2015-16 to use some of these planning and data collection tools. • Discuss how you might modify these tools to suit your needs.

  29. Tips for Posing QuestionsMathematics Coaching P. 16 • Use Plurals Open up to possibilities of more than one answer

  30. Tips for Posing QuestionsMathematics Coaching P. 16 • Tentative Language Opens conversation to additional possibilities..

  31. Tips for Posing QuestionsMathematics Coaching P. 16 • Open Ended Opens conversation to see coachees thought processes

  32. Tips for Posing QuestionsMathematics Coaching P. 16 • Positive Presuppositions Show you presume positive intentions and competence.

  33. Tips for Posing QuestionsMathematics Coaching P. 16 • Higher Order Thinking Change up your verbs to elicit higher order thinking.

  34. Tips for Posing QuestionsMathematics Coaching P. 16 • Approachable Voice Signal inquiry instead of interrogation. Use the voice of building relationships . • Head nodding • Rhythmic Tone • Head straight • Flat tone

  35. Connecting Mathematical Practices to Questioning and DiscourseMathematical Coaching p. 79-80 Goal: Students ask themselves these questions as they solve mathematical tasks. WHAT DO WE TALK ABOUT?

  36. 1. HELP STUDENTS WORK TOGETHER TO MAKE SENSE OF MATH • What helped you be successful in solving the problem? • Do you agree? Disagree? Why or why not? • Does anyone have the same answer but a different way to explain it? • Would you ask the rest of the class that question? • Can you convince the rest of us that that makes sense?

  37. 2. HELP STUDENTS TO LEARN TO REASON MATHEMATICALLY • Does that always work? Why or why not? • How are these answers alike/different? • Is that true for all cases? Explain? • Can you think of a counter example? • How could you prove that? • What assumptions are you making?

  38. 3. HELP STUDENTS TO CONSTRUCT ARGUMENTS AND CRITIQUE REASONING OF OTHERS • Why did you use ______ to solve it? • How did you get __________? • Why do you think that? • Why is that true? • How did you reach that conclusion? • Does that make sense? • Can you make a model and show that?

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