The Power and Importance of Questioning
Elementary, PK-5
Tuesday, October 23, 2012
LYNN BAKER, NBCT
AND
RACHEL HULL, NBCT
Warning!! Disclaimer
You are adult learners. The
activities and strategies
shared today are not
packaged and ready to
implement on Thursday.
We have collapsed and
combined tasks to
illustrate and define a
learning sequence that
may be weeks long.
Today’s Goals
 Understand the foundational role of questioning in
developing understandings in all content areas
 Begin applying the foundational role of questioning i
in all content areas
 Evaluate how you facilitate questioning in your
professional practice
 Create a plan for school-wide implementation and
support
Illustration
See-Think-Wonder
1. Look carefully at the artwork. What do you notice? What do you think is going on?
2. Now read the text and discuss your understanding of it based on the words and the artwork
together.
Sentence-that was meaningful to you, that you feel captures a big idea of the text.
Phrase-that moved, engaged, or provoked you.
Word-that captured your attention or struck you as powerful.
Picture #:
Sent ence:
Phrase:
Word:
What are the Next Generation
Content Standards and
Objectives?
What evidence do you find that
supports the critical role of
questioning?
Big Number Tasks
DEVELOPING AN UNDERSTANDING OF PLACE
VALUE
Conceptualizing Large Numbers
Challenges
 Physical models for large numbers are not readily
available.
 Textbooks deal with large numbers in a
predominantly symbolic manner.
 Students need references for large numbers.
Learning Task
Focus on your thought process as you complete the task.
A Long Time
 How long is 1000 seconds?
 ≈16 ½ minutes
 How long is a million seconds?
 ≈16,666 ½ minutes
 ≈278 hours
 ≈ 11 ½ days
A Time Challenge
How long would it take to button a
button 1000 times?
 Collaborate
 All must understand
 Record your plan and the
justification of your solution on
chart paper.
A Time Challenge
Debrief
 List questions
 Discuss the purpose of the questions
Next Generation CSOs
Cluster
Generalize Place Value Understanding for Multi-digit Whole
Numbers
Objectives
Students will
M.4.NBT.1 recognize that in a multi-digit whole number, a digit in one place
represents ten times what it represents in the place to its right. For
example, recognize that 700 ÷ 70 = 10 by applying concepts of
place value and division.
M.4.NBT.2 read and write multi-digit whole numbers using base-ten numerals,
number names and expanded form and compare two multi-digit
numbers based on meanings of the digits in each place, using >, =
and < symbols to record the results of comparisons.
M.4.NBT.3 use place value understanding to round multi-digit whole numbers
to any place.
Standards for Mathematical Practice
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning
of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
Mathematical Literacy
Document
Mathematical Literacy
Document
Standards for Mathematical Practice
Identify phrases of the Standards for
Mathematical Practice that relate to
questioning.
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of
others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
 Compare/Contrast
 I think ____ because
_______________.
 Personal practice
Homework
 Homework questions
 Sort your questions.
 What kinds/types of questions did you ask?
 When are these question types best used?
Scaffolding My Students
ELA Standards
Learning Progression
Create scaffoldidng plan-start
slow
Support for colleagues
Table Tasks
 Envelope with directions
 Roles—Teacher, Administrator, Scribe,
Students
 Opportunity to practice questioning-it’s
about STUDENTS making meaning, NOT
clarification
 Create the “best case scenario” as
authentically as possible—it’s about the
questioning
Debrief
 Take 3-5 minutes to debrief table task
 Administrator Role
 Teacher Role
 Student Role
 How did questioning deepen student understanding
and/or provide evidence of learning?
 Where/when was questioning difficult? Why?
 What additional questions could you have asked to
make it more meaningful?
www.learner.org
Planning
 When and where will you share with your staff?
 What will you share?
 How will you purposefully build the collaborative
environment necessary to ensure effective
questioning is a reality for all?
 Building the concept—Where do you begin?
 How will you connect this with the NxGen CSOs?
 How will you illustrate the critical importance in
every content area?
 How will you illustrate the two roles of questioning?
 How will you evaluate your training and inform your
continued growth and support?
WVDE Support
Webinar, November 13 at 3:30
Survey
WVDE Staff
Collecting Evidence
 This is a daily journey for all!
 Personal evidence from every team member
 Local evidence from the school
 Evidence of student/parent feedback
 Each team member must be prepared to share
evidence at February training. Think social mixer!
(speed dating!)
Today’s Goals
 Understand the foundational role of questioning in
developing understandings in all content areas
 Begin applying the foundational role of questioning i
in all content areas
 Evaluate how you facilitate questioning in your
professional practice
 Create a plan for school-wide implementation and
support