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How and Why to Ask Questions in Math and Science

How and Why to Ask Questions in Math and Science. NSTA Conference March 21, 2010 Cheryl Everett & Marjorie Graeff. Agenda. Introduction Why focus on questioning in tasks? The QUASAR project What are the characteristics of “good” questions and tasks Identifying and classifying taks

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How and Why to Ask Questions in Math and Science

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  1. How and Why to Ask Questions in Math and Science NSTA Conference March 21, 2010 Cheryl Everett & Marjorie Graeff

  2. Agenda • Introduction • Why focus on questioning in tasks? • The QUASAR project • What are the characteristics of “good” questions and tasks • Identifying and classifying taks • Designing a task based on appropriate cognitive demand • Conclusion

  3. Key Concepts 1)The collecting of evidence of student understandings and misconceptions is more important than a “correct” answer. 2)The level of a question or a task is key. 3)Students need to feel some uneasiness with a task to produce enduring understandings (cognitive demand).

  4. Let’s collect some evidence.

  5. Ma and Pa Kettle Do Math • What questions would you ask to determine Ma and Pa’s thinking? • What questions would you ask to cause Ma and Pa to realize they had misconceptions? • How would you clear up their misconceptions?

  6. Getting to the “root” of it • So what are the elements of a “good” question? • And how can these “good” questions become part of “good” tasks?

  7. Why Focus on Questioning in Tasks? • At the heart of teaching well is the core challenge of getting learners engaged in productive work. Tasks are the sites for engaging students in core science and mathematical activities.

  8. The QUASAR project

  9. Martha Task Martha was recarpeting her bedroom which was 15 feet long and 10 feet wide. How many square feet of carpeting will she need to purchase? Stein, Smith, Henningsen, & Silver, 2000, p. 1

  10. Ms Brown’s Tasks • If Ms. Brown's students want their rabbits to have as much room as possible, how long should each of the sides of the pen be? • How would you go about determining the pen with the most room for any amount of fencing? Stein, Smith, Henningsen, & Silver, 2000, p. 2 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 in which they will keep the rabbits.

  11. Cognitive Demands at Set Up Stein, Grover, & Henningsen, 1996

  12. Assessing Student Learning Task & Set-Up Implementation Student Learning High Level High Level Significant Gains High Level Low Level Moderate Gains Low Level Low Level Lowest Gains

  13. So…….what are “good” tasks and questions? • What are the attributes of high level and low level tasks and questions? • How do you define high level and low level questions and tasks?

  14. “Good” Tasks • Address Bloom’s Taxonomy • Move beyond memorization or recall level • They require students to: • Understand -- Apply • Analyze -- Evaluate • Create -- Remember

  15. “Good” Tasks • Are “open” • Invite a variety of responses. • Have several acceptable answers.

  16. “Good” Tasks • Require the manipulation of prior information • EX: Carly has blue eyes. Both of her parents have brown eyes. What were the chances that Carly would inherit blue eyes? How did this happen?

  17. “Good” Tasks • Involve students in observing and/or describing an event or object • Ex: Discrepant events, demos

  18. “Good” High Level Tasks • Require students to justify or explain their responses. • Ex- Ice Water

  19. “Good” High Level Tasks • Are divergent • Require students to take ownership of their own learning

  20. Let’s practice • Write a “good” question or task. • Explain why this is a “good” question or task.

  21. In conclusion: 1)The collecting of evidence of student understandings and misconceptions is more important than a “correct” answer. 2)The level of a question or a task is key. 3)Students need to feel some uneasiness with a task to produce enduring understandings (cognitive demand).

  22. Food for Thought… A Vision of K-12 Students What level of questions/tasks are these students asking for?

  23. References • Eichinger,John. Activities Linking Science with Math 5-8. NSTA Press. 2009. • Hannel,G.Ivan and Lee Hannel. Highly Effective Questioning. 2005. • Implementing Standards-Based Mathematics Instruction, Stein, Smith, Hennjngsen & Silver. 2009 • Keely,Page and Joyce Tugel. Uncovering Student Ideas in Science. Vol 4. 2009. • Sullivan, Peter and Pat Lilburn. Good Questions for Math Teaching. Sausalito,CA. Math Solutions Publications. 2002. • Tips for Teachers: Asking Good Questions. http://www.edb.utexas.edu/pbl/TIPS/question.html#hots, 2001.

  24. Marjorie Graeff Chester County Intermediate Unit 455 Boot Rd Downingtown, PA 19335 484-237-5334 marjorieg@cciu.org Cheryl Everett Chester County Intermediate Unit 455 Boot Rd Downingtown, PA 19335 484-237-5336 cheryle@cciu.org Contact us:

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