LYNN BAKER, NBCT

AND

RACHEL HULL, NBCT

The Power and Importance of Questioning Elementary, PK-5

Tuesday, October 23, 2012

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 #:

Sentence:

Phrase:

Word:

What are the Next Generation Content

Standards and Objectives?

What evidence do you find that supports the critical

role of questioning?

DEVELOPING AN UNDERSTANDING OF PLACE VALUE

Big Number Tasks

Conceptualizing Large NumbersChallenges

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 TaskFocus on your thought process as you complete the task.

A Long TimeHow long is 1000 seconds?

≈16 ½ minutesHow 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?

CollaborateAll must understandRecord your plan and the justification of your solution on chart paper.

A Time Challenge Debrief

List questionsDiscuss 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. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

Mathematical Literacy Document

Mathematical Literacy Document

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of

others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

Identify phrases of the Standards for Mathematical Practice that relate to questioning.

Compare/Contrast

I think ____ because _______________.

Personal practice

Homework

Homework questionsSort your questions. What kinds/types of questions did you

ask?When are these question types best

used?

Scaffolding My Students

ELA StandardsLearning ProgressionCreate scaffoldidng plan-start slow

Support for colleagues

Table Tasks

Envelope with directionsRoles—Teacher, Administrator, Scribe,

StudentsOpportunity 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 taskAdministrator RoleTeacher RoleStudent RoleHow 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 memberLocal evidence from the schoolEvidence of student/parent feedbackEach 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