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

Targets
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
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.

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You may remember….

Economics

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

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

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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

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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)

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

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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.

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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

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

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Closed/Open Questions

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

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?

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High School Examples

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?

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High School Examples

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?

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.

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High School Example

Extending the Question
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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…

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Table Talk-Process Time
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What are the implications of asking good questions in a classroom?
(Discuss with your shoulder partner.)

Other Considerations…

Wait Time (3 seconds)
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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

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
….

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

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

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

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Each person at table select a different section of the CHETL card. Read over your section.

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TPGES slide

3b Questioning from TPGES

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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-favoriteno?fd=0

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

Questioning
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




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

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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)

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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!