1 Improving Teaching and Learning Through Questioning Lee Ann Pruske Bernard Rahming Rosann Hollinger Sharonda M. Harris March 16 & 18, 2010 MTL Meeting

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Improving Teaching and Learning Through

Questioning

Lee Ann Pruske Bernard Rahming Rosann Hollinger Sharonda M.

Harris

March 16 & 18, 2010MTL Meeting

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation.

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Professional Practice

Leader of Self – Plan and teach a lesson using the “Lesson Planning with Formative Assessment Principles” template making the connection to formative assessment principles, cognitive demands, questioning and

Bring the lesson, the completed template, and a short reflection. Be ready to share with the group at the March MTL meeting.

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

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Lesson Plan Template Sharing

Work with a partner at your table. What did you reflect on after you taught

the lesson? How did the questions you planned

support the lesson you taught? What did you change as you taught the

lesson? You will have 5 minutes each to share.


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Learning Intentions

We Are Learning To develop effective questions:

used in a math lesson to support student learning

that maintain the high level cognitive demand of mathematical tasks


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Success Criteria

You will know you are successful if …


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Questions

Discuss this question with your shoulder partner:

What do you do to make good questions a part of your lesson planning process?


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Developing Effective Questions Handout

Resources

Adapted from ____ (1991). Mathematics assessment:

Myths, models, good questions, and practical suggestions. Reston, VA: National Council of Teachers of Mathematics.

____ (1991). Professional standards for teaching mathematics. Reston, VA: National Council of Teachers of Mathematics.


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The Fencing Task

Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 feet of fencing with which to build a rectangular rabbit pen to keep the rabbits.

a) If Ms. Brown’s students want their rabbits to have as much

room as possible, how long would each of the slides of the pen be?

b) How long would each of the sides of the pen be if had only 16 feet of fencing?

c) How would you go about determining the pen with the most room for any amount of fencing? Organize your work so that someone else who reads it will understand it.

Source: Stein, Smith, Henningsen, & Silver, (2000)


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Mathematical Task

Think about the Fencing Task. What is the big math idea? How did you solve it?


Lesson Planning with Formative Assessment Principles Date: ______________ Grade: ______________ Lesson: ______________

Part 1: Selecting and Setting Up a Mathematical Task This part contains four critical components that need to be considered when selecting and setting up a mathematical task.

Part 2: Supporting Student Exploration of the Task In this sections, construct three questions that will develop the mathematics of the lesson. Be sure to consider the Depth of Knowledge to develop the questions. These questions could be used with students individually or in small groups.

Part 3: Summarizing the Mathematics In this section, construct a question that focuses on orchestrating a whole group discussion of the task that uses different solution strategies produced by the students that highlight the mathematics of the lesson.

1. Important Mathematics to Develop: 2. Learning Target & Descriptors: 3. Lesson Objective in Student Friendly Language: We are learning to… 4. Success Criteria: We know we are successful if…

Q1. Access background knowledge: Q2. Develop understanding of the mathematics by pushing student reasoning: Q3. Summarize the important mathematics in the lesson. This should tie back to the success criteria.

Q. Summarize the important mathematics in the lesson as a whole class discussion. This should tie back to the success criteria.


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Developing Questions

As a table group, create 5 questions. Record them in your notebook.

One to access background knowledge Three that push student

understanding One to summarize the math


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Each table group will post their questions in the appropriate categories.


Posting the Questions

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Gallery Walk

Take your 5 sticky dots with you. Stagger your starting point! Visit

each category. Read the questions, and vote for

the question you think best serves the purpose of the category.

Use your sticky dot to vote.


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Question Debrief

What do you notice about the questions that got the most votes in each category?

What about the question that best develops the math in the lesson?


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Revisit Your Lesson

Look at the questions you prepared. What other follow up questions

could you have asked? What questions would you ask the

next time you teach this lesson?


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Success Criteria

You will know you are successful if …

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Feedback Question

In what ways did today’s session help you write effective questions? How do you plan to use this knowledge?


Documents

1 Improving Teaching and Learning Through Questioning Lee Ann Pruske Bernard Rahming Rosann Hollinger Sharonda M. Harris March 16 & 18, 2010 MTL Meeting