Response strategies February 16, 2011

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Some Science Formative Assessment Strategies

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Response strategies February 16, 2011

  1. 1. Effective Questioning and Response Strategies (Just the FACTs) (Formative Assessment Classroom Techniques) Peg Christensen - Heartland AEA Much of the information in this presentation is adapted from the September 15, 2008 Every Learner Inquires presentation done by Joyce Tugel - Maine Mathematics and Science Alliance
  2. 2. Purpose of this session:  Examine the role that “strategies to improve questioning and responses” play in uncovering students’ ideas  Explore techniques and strategies we can use to improve teacher and student questioning and responses
  3. 3. Breaking Free From I-R-E (Initiate-Respond-Evaluate) Two or Three Before Me - pp. 206-207 Popsicle Sticks or Index Cards (Poker Chip - Judy Rex) - pp. 158-159 No Hands Questioning - pp. 140-142 Answer a Question - Ask a Question Volleyball - Not Ping Pong! - pp. 211-213
  4. 4. The FACTs (Formative Assessment Classroom Techniques - to Improve Questioning and Responses)  Explanation Analysis  Fact First Questioning  Fishbowl Think Aloud  Guided Reciprocal Peer Questioning  Juicy Questions  No-Hands Questioning  Partner Speaks  Pass the Question  Popsicle Stick or Index Card
  5. 5. Questioning Strategies Prefacing Explanations Paired Verbal Fluency (PVF) Question Generating Think-Pair-Share Two or Three Before Me Two-Thirds Testing Volleyball - Not Ping Pong Wait Time Variations
  6. 6. All Students Response Strategies - Public ABCD cards 4 Corner Responses - pp. 97- 99 Mini white-boards - pp. 218- 221
  7. 7. All Students Response Strategies- Public  Sticky Bars - pp. 178-180  “Clickers” (Performance Response System)  Commit and Toss - pp. 65-68  Exit Passes/Ticket Out the Door - pp. 197-199 (Three-Two-One)
  8. 8. Cultivating students’ role in quality questioning  Inviting students to elaborate or “piggy back”  Encouraging student-student interactions  Teaching students to formulate questions (See Mark Walker document) – Starting on p. 68
  9. 9. Activating students as owners of their learning- METACOGNITION  Self-Assessment of Understanding - e.g. I used to Think . . . but Now I Know - Think- Pair-Share – pp. 192-193  Traffic Light Cards - Red, Yellow, Green – pp. 199-201  Traffic Light Cups – pp. 201 -202  Traffic Light Pairings  Stop/Go Cards  Traffic Light Dots - Red/Green Discs/Dots – pp.203-204
  10. 10. In Summary  Ask fewer low-level questions  Ask more thought-provoking questions  Use questions to probe and extend thinking  Vary the ways in which you want students to respond to your questions  Provide wait time
  11. 11. Resources

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