The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly.

1. Effective Questioning By: FrancieEstro & Jonnecia Alford

2. Creating an Accepting Atmosphere Ask for questions Answer questions Answer students questions adequately Listen to the question, or to any student comments Do not put down the students!!!!

3. Techniques of effective questionings Establish an appropriate environment Create a climate conducive to learning Prepare the students for the questioning session and discussion Use both pre-planned and emerging questions Use an appropriate variety and mix of questions Avoid trick questions and those that require only a YES or NO response. Phrase the questions carefully, concisely, and clearly. Address questions to the group, versus the individual. Select both volunteers and non-volunteers to answer questions.

4. Techniques of Effective Questioning Con’t Adapt questions to the needs of the learners Use sufficient wait time Respond to answers given by students Use questions to identify learning objectives for follow-up self-study Found at: http://www.uab.edu/uasomume/cdm/questioning.htm

5. Elicit longer, more meaningful and frequent responses from student after an initial response by: Maintaining a deliberate silence Making a declarative statement Making a reflective statement giving a sense of what the students said Declaring perplexity over the response Inviting elaboration Encouraging other students to comment Found at: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/effquest.htm

6. What are some things that you can do when asked a question other than directly answering it? Repeat the question, paraphrasing it Redirect the question Ask probingquestions Promote a discussion among the students

7. 9 Types Of Teacher Questions Found from the chart on page 37 Of Connecting Mathematical Ideas

8. Gathering information, checking for a method, leading students through a method: Wants direct answer, usually wrong or right Rehearses known facts or procedures Enables students to state facts or procedures Example Questions: How would you divide ¾ by ½? What is the first thing we have to do in this equation?

9. Inserting Terminology Once ideas are under discussion, enables correct mathematical language to be used to talk about them Example Questions: What is this called in mathematics? How would we write this correctly mathematically?

10. Exploring mathematical meaning and relationships Points to underlying mathematical relationships and meanings Makes links between mathematical ideas Example Questions: Where would x be on a diagram? What does the word probability mean?

11. Probing Clarifies student thinking Enables students to elaborate their thinking for their own benefit and for the class. Example Questions: Can you explain your idea a little more? How did you get that answer? Types of probing questions: Extension Require students to elaborate on the response given to an earlier question. Such questions indicate to the learner that the original response was in the right direction but was not adequate. Clarification Useful when the student’s response is unclear or incomplete. Justification Require the learner to provide rationale for the previously-given response. Useful in providing insights into thinking and reasoning processes of students and revealing errors in these processes. Prompting Useful when students do not respond to the original question Redirection Used to elicit a variety of opinions during problem-solving sessions or discussions.

12. Generating discussion Enables other members of class to contribute and comment on ideas under discussion Example Questions: Does anyone have any other ideas on how to solve this problem? What did you think, Jennifer?

13. Linking and Applying Points to relationships among mathematical ideas and mathematics and other areas of study or life Example Questions: When have you used this outside of the classroom? In what other situations could you apply this?

14. Extending thinking Extends the situation under discussion, where similar idea may be used Example Questions: Would this method work if we changed the size of the circle? Would this work with different numbers?

15. Orienting and focusing Helps students focus on key elements or aspects of the situation in order to enable problem solving Example Questions: What is the problem asking you? What is important about this?

16. Establishing context Talks about issues outside of math in order to enable links to be made with mathematics at later points Example Questions: What is the lottery? How old do you have to be to play the lottery? Do you consider this to be gambling?

17. Things to avoid while asking questions: Asking multiple questions that leave the learner wondering what to answer first. When a learner does not answer your open question, it is tempting to provide the answer yourself. Resist the temptation. Rephrase your question instead. If you start a conversation with a series of closed questions, you could be setting expectations that you will do all the thinking and talking.

18. Effective questioning brings insight, which fuels curiosity, which cultivates wisdom. - Chip Bell