Developing deep thinking mathematical questions [autosaved]
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This document provides guidance for teachers on developing deep-thinking mathematical questions for elementary students. It explains that open-ended questions that require analysis, criticism, and justification promote higher-order thinking skills. The document recommends using a "backwards by design" approach of first identifying a topic, then writing a closed question with an expected answer, and finally developing another question that addresses the expected answer. Teachers are encouraged to practice this process so they can more easily create good questions that develop deep conceptual understanding rather than having just one right answer.
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![What makes a good mathematics question? The whole is more than the sum of its parts. ~Aristotle ca 330 BC The first thing we must ask ourselves is what are the goals of our instruction? Undoubtedly they include: ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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This document outlines an agenda for a professional development session on incorporating rigor through effective questioning strategies. It includes activities where teachers discuss and share how they write test questions, ask questions in class, and use question information. Models of questioning like Bloom's Taxonomy and Ciardello's question types are presented. Teachers work in groups to match question types to taxonomy levels and provide examples. Accommodations for English learners and exceptional children are discussed. The session aims to dispel myths about rigor and provide strategies for increasing complexity, such as problem-based learning.
TheArtofQuestioning2013.ppt
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for student interaction, challenging students, and allowing teachers to assess learning. There are different types of questions that serve different purposes, from lower-order questions testing basic knowledge to higher-order questions promoting analysis, evaluation and creative thinking. Teachers must aim to ask a variety of effective questions and avoid common pitfalls like only asking simple factual questions.
The Art of Questioning Using SOLO Taxonomy
Questioning is one of the most important skills that a teacher must have in order to translate or decode those that are written in the books into a meaningful learning experience. It is skill that will illicit learners to think deeper and enhance their reasoning abilities. Thus, asking questions should not just be mere questioning it must a form a question that will allow the learners think out of the box answers and make meaning of their learning. Hence questions shout be HOTS or those questions that will enable learners higher order thinking skills. because the way to assimilate knowledge through allowing learners to connect the knowledge they have learned in the classroom into meaningful learning experiences that they may apply in the real world. Because learning must be directed towards holistic development of the child, it should allow him to develop a decision-making skill by way of developing his way of thinking, giving questions that will allow him to think deeper and give answers that will be more than the expected response to the problem.
TheArtofQuestioning2013.ppt
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for interaction, challenging students, and assessing learning. There are different types of questions like open-ended, closed, higher-order thinking questions. Effective questioning should reinforce objectives, engage students, and promote reasoning. Teachers must evaluate if their questions promote higher-order thinking skills.
TheArtofQuestioning2013.ppt
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for student interaction, challenging students, and allowing teachers to assess learning. There are different types of questions that serve different purposes, from lower-order questions testing basic knowledge to higher-order questions promoting analysis, evaluation and creative thinking. Teachers must aim to include a variety of question types and avoid common pitfalls to make questioning an effective teaching strategy.
Curriculum Framing Questions Part 2 En
The document provides guidance on creating effective essential and unit questions to guide curriculum and instruction. It discusses how essential questions can be overarching questions that span multiple units while unit questions focus on a specific unit. Examples are provided to illustrate how different unit questions can support a single essential question. Tips are also given for writing good essential and unit questions, such as making them open-ended and focusing on how and why rather than what, who, or when. The creation of questions is portrayed as an ongoing process.
Chapter 4_ Inviting Uncertainty_How can we grow a culture of questioning and ...
1. Identify strategies to cultivate a mindset of curiosity within individuals and teams.
2. Understand the importance of questioning assumptions and exploring uncertainties in fostering innovation and growth.
3. Learn techniques for creating an environment where diverse perspectives are encouraged and valued.
4. Develop skills to navigate ambiguity and embrace uncertainty as opportunities for learning and discovery.
5. Explore methods for fostering a culture where experimentation and risk-taking are embraced as essential components of growth and development.
Math HOTS
The document discusses higher order thinking skills (HOTS) such as critical thinking, problem solving, and creative thinking. It provides background on HOTS and strategies to develop them, including George Polya's problem solving process and Bloom's Taxonomy of learning domains. The document also discusses encouraging HOTS through questioning techniques, mind mapping, project-based learning, and the need to develop these skills for students to succeed in school and career.
Questioning
1) Questioning is an important part of the teaching and learning process as it drives critical thinking. Questions define tasks, express problems, and help thinking continue.
2) "Essential questions" that are central to our lives and contestable are most important. They touch our heart and soul and probe the deepest issues.
3) Strategies like Philosophy 4 Children that use questioning techniques help build thinking and reasoning skills in students. Communities of inquiry that discuss essential questions are important.
Questioning techniques: The heart of Higher Order Thinking
Questioning techniques: The heart of Higher Order ThinkingSargodhains' Institute for Professional Development
What is thinking & higher order thinking?
How to improve higher order thinking?
Why do we ask questions?
Principles of questioning
Strategies to use when student respond?
Strategies to use when student don’t respond
Strategies for responding to student questionsThe College Classroom Fa15 Meeting 5: Active Learning
This document summarizes an active learning workshop that discusses various teaching strategies to engage students in the learning process. It describes techniques like think-pair-share, peer instruction with clickers, demonstrations, and videos. The workshop emphasizes that passive lecturing is less effective for learning than active methods where students participate through predictions, discussions, problem-solving, and receiving feedback. Research evidence is presented showing active learning improves student performance, particularly for underrepresented groups in STEM fields. The goal is to help instructors design more interactive classroom experiences.
Math Reform
- Historical data shows that many students struggled with basic math skills like fractions and division in the past, even before calculators were available, showing conceptual understanding has long been a challenge.
- Research demonstrates that the brain is malleable and an enriched learning environment is key to maximizing students' potential. Problem-solving approaches to math instruction that focus on sense-making and communication of ideas have been shown to develop students' "mathematical power" and belief in their own math abilities.
- Effective math lessons involve students collaboratively solving problems and sharing their work, while teachers clarify concepts. Computation is still important but should be taught after conceptual understanding, and parents can support math learning at home through everyday activities.
21st century thinking strategies
Critical thinking is one of three categories of thinking, along with creative and metacognitive thinking. Critical thinking involves gathering information, forming one's own conclusions, and making reasoned judgements. It requires recognizing assumptions, evaluating arguments, and drawing conclusions. Teachers should help students develop critical thinking skills like interpreting information, analyzing, reasoning, and evaluating. Some example activities described aim to help students distinguish facts from opinions, analyze situations, and think creatively about solving problems by placing them in different contexts.
Higher Level Questioning
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
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Developing deep thinking mathematical questions [autosaved]
- 1. Developing Deep-Thinking Mathematical Questions A quick PD show for teachers of elementary mathematics. Created by: Christine Giusto-Weibl Math Instructional Support Specialist
- 3. Promoting discourse among students & opportunities to make conjectures
- 4. Helping student self-assess learning
- 5. Stimulate interest & curiosity in mathematicshttp://www.flickr.com/photos/inkyhack/4529895620/sizes/m/in/photostream/ Our questioning within a mathematics lesson should always aim in matching our goals of instruction.
- 6. Why Ask Them? Which Ones to Ask? Most text questions focus on one answer deemed appropriate. Another term for single response questions are called “closed” questions. Typically these types of questions have students working in the knowledge or application levels of understanding, leaving little room to press further in higher order thinking. When students are given open-ended questions, it requires them to think more deeply. There is a natural emphasis on problem solving and reasoning through open questions. Students who are required to analyze, criticize and justify their thinking are consistently working in the higher order thinking skills. (Revised Blooms Taxonomy, 2001). http://www.flickr.com/photos/stevenfettig/1390275600/ Developing Deeper Understanding
- 8. My brother asked me how much money I had. I told him about $20. How much money could I have in my wallet?
- 9. Could you find something on your body measuring over 26 inches? What could you measure under 26 inches?
- 11. Try It Out! Remember the steps: topic, answer, good question With experience and practice using good questions the more easily they will come to you Remember good questions will not always have only one answer but rather develop deep understanding of the concepts within your goal.
- 12. Credits/Resources Discovery Education. (2005). Albert Einstein (1879-1955). [Image]. from http://www.discoveryeducation.com/ Discovery Education. (2010). Wind Power plants [Image]. from http://www.discoveryeducation.com/ Jupiterimages Corporation. (2006). Alphabet Building Blocks (1) [Image]. from http://www.discoveryeducation.com/ Jupiterimages Corporation. (2006). School Bus (2) [Image]. Available from http://www.discoveryeducation.com/ Mathematics Students [Image] . from http://www.flickr.com/photos/inkyhack/4529895620/sizes/m/in/photostream/ http://creativecommons.org/licenses/by-nc/2.0/deed.en Sullivan, P. & Lilburn, P. (2002). Good questions for math teaching. Sausalito, CA: Math Solutions Publications