Quality Questioning

1. Jenny Ray Renee’ Yates QualityQuestioning Jenny.ray@education.ky.gov Renee.yates2@education.ky.gov October 27, 2012

2. Targets • Recognize effective questions to use with students and facilitate discussions & provide feedback to move students forward. • Promote questioning with students using engaging techniques and formative assessment activities.

3. You may remember…. • Economics

4. Handout 1 Mostly 4’s - Nice  Mostly 2-3’s - See suggestions Mostly 1’s – See me at the break!

5. Handout 1 Side 2

6. Discuss with a partner… • What are some areas of questioning you do well? • What are some areas of questioning you can improve on based on the survey results?

7. 350 a day x 180 days = 63,000 (Only 5% or 17 would be considered higher level questions) 63,000 x 10 = 630,000 63,000 x 20 = 1,260,000 63,000 x 30 = 1,890,000 Leven and Long, 1981

8. Habits Are Hard to Break A teacher with 20 years of experience will have asked something like 1.2 million questions in her career. And when you’ve done something the same way, over a million times, it’s quite difficult to start doing it another way. Wiliam (2003)

9. Betsy’s quotes • Ruby Payne… • Shirley Clarke – • Most questions are answered in less than 1 second • We want to push students to be the ones doing the thinking.

10. Good Questions

11. This is where we will do a card sort…into two piles. • Lead them through a discussion about what characteristics differentiate your two piles. • Use the next slide to help generate characteristics • Then the closed/open slide to solidify their understanding.

12. For example… Closed/Open Questions • To which fact family does the fact 3 x 4 = 12 belong? • Describe the picture below by using a mathematical equation. x x x x x x x x x x x x

13. OPEN CLOSED vs • They give you facts. • They are easy to answer. • They are quick to answer. • They keep control of the conversation with the questioner. • Is likely to receive a long answer. • They ask the respondent to think and reflect. • They will give you opinionsand • feelings. • They hand control of the conversation to the respondent.

14. Closed/Open Questions

15. Creating Open Questions • Turning around a question • Asking for similarities and differences • Replacing a number/word with a blank • Asking for a number sentence • Changing the question/extend the answer

16. Turning Around a Question What is half of 20? • Instead Try: 10 is a fraction of a number. What could the fraction and the number be? What is the hypotenuse of a right triangle if the legs are 3 units and 4 units? • Instead Try: One side of a right triangle is 5 units long. What could the other side lengths be?

17. High School Examples

18. Asking for Similarities/Differences • How is a square similar to a rectangle? How is it different? • How are the square root of 2 and the square root of 5 the same? Different?

19. High School Examples

20. Replacing a Number with a Blank • Find the perimeter of a rectangle with a length of 31 and a width of 18. Instead Try: Choose a number for the length of a rectangle. Now choose a number for the width of a rectangle. What is the area of this rectangle?

21. Asking for a Number Sentence • Create a math sentence with the numbers 3 and 4 along with the word “more” • Create a math sentence that includes the words “linear” and “increasing” as well as the numbers 4 and 9.

22. High School Example

23. Extending the Question Handout 2 At the end of a student answer ask: • How do you know? Or… • What could… • What might… • Do you agree…why or why not? • When would…

24. Table Talk-Process Time • What will you try?

25. What are the implications of asking good questions in a classroom?(Discuss with your shoulder partner.) Reflection Time…..

26. Other Considerations… • Wait Time (3 seconds) • Cognitive Level of Questions • Recall • Use • Create • Questions need to focus on big ideas or curricular goals • Be sure to provide just the right amount of ambiguity

27. ….

28. How do we expect students to answer questions? • http://www.youtube.com/watch?v=Boxsh_onY5E

29. Nice quote: • “Quality questions create a quality life. Successful people (teachers) ask better questions, and as a result, they get better answers.”Anthony Robbins

30. A good question is framed in such a way that a variety of responses or approaches are possible.

31. Connect to TPGES card… MY FAVORITE NO… Each person at table select a different section of the CHETL card. Read over your section.

32. TPGES slide • 3b Questioning from TPGES

33. My Favorite No…Formative Assessment Strategy • While watching the video clip, check which statement you observe from the lesson. prepared to share at the end. • https://www.teachingchannel.org/videos/my-favorite-no?fd=0

34. This morning we… • Effective Questioning • Self assessment • Cognitive level of questions • Closed vs Open Questions • My Favorite No

35. Questioning • On Average, a teacher asks 400 questions a day (one third of their time) • Most of the questions are answered in less than one second (Hastings, 2003) • 60% recall facts and 20% are procedural (Hattie, 2012) • IRE structure is dominate (Initiate – respond –evaluate) • Most answers are right or wrong

36. Students asking Questions • Teachers take up to two-thirds of the classroom talk time. Students are “talk-deprived” (Alvermann et al., 1996) • Student discussion increase retention as much as 50%. (Sousa, 2001)

37. Renee’ Yates and Jenny Ray Regional Mathematics Content Specialists Kentucky Department of Education Office of Next Generation Learners • www.ReneeYates2math.com • www.JennyRay.net Thank you for your participation today!