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Questions, Questions, Questions

Questions, Questions, Questions. Fellow PD February 5, 2014. Do Now A student is working on sorting fractions their work is below:. What questions would you ask them to move their thinking to the next level?. Sorting Your Questions. Sorting Your Questions:. More Types of Questions.

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Questions, Questions, Questions

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  1. Questions, Questions, Questions Fellow PD February 5, 2014

  2. Do NowA student is working on sorting fractions their work is below: What questions would you ask them to move their thinking to the next level?

  3. Sorting Your Questions

  4. Sorting Your Questions:

  5. More Types of Questions

  6. “The five practices can help teachers manage classroom discussions productively. However, they cannot stand alone… In addition, teachers need to develop a range of ways of interacting with and engaging students as they work on tasks and share their thinking with other students.

  7. This includes: • having a repertoire of specific kinds of questions that can push students’ thinking toward core mathematical ideas • methods for holding students accountable to rigorous, discipline-based norms for communicating their thinking.”

  8. Questioning to Support Enactment of the Practices

  9. Exploring Questioning in Regina Quigley’s Classroom The background: • 4th grade classroom • Geometry unit • Before the lesson, students found areas of rectangles and squares • Teacher’s goal for lesson: students will construct the formula for finding the area of a right triangle by manipulating premade cardboard right triangles against a backdrop of grid paper.

  10. Regina Quigley’s Lesson Individually, read the vignette. With a partner: • Highlight questions • Categorize questions as to type Exploring, Probing, Generating

  11. Questioning to Support Enactment of the Practices

  12. “These questions do not take over the thinking for the students by providing too much information or by ‘giving away’ the answer or a quick route to the answer. Rather, they scaffold thinking to enable students to think harder and more deeply about the ideas at hand.” p.62

  13. Examining the Explore Questions With a small group • Identify Explore questions in the vignette For each Explore question, consider: • What is the purpose of the question? • What is the underlying mathematical idea or enduring understanding? Whole group share out

  14. Reflection Individually, consider: Where does questioning fit within the Five Practices? Turn and Talk

  15. Reflecting on Implementation in your Tutorial Individually, take a few minutes to write: • What have you done to support the five practices in your class? • What was the impact? Whole group: What new ideas did you get from the discussions?

  16. Implications for your Work: How can you use today’s learning of strategies to help engage students in mathematical discussion within your tutorials? Take some of your questions and see if you can change them to be more open ended and engage students in the mathematical concepts that tie to your objective.

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