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TI-Navigator Step 2 How To Ask the Right Questions

Tell me, and I'll listen. Show me, and I'll understand. Involve me, and I'll learn. Lakota Indian saying. http://www.residentteachers.com/Others/MMC/Questioning Techniques.pdf . TI-Navigator. It is all about the QUESTIONS you ask!!!. Bloom's Taxonomy of Questions. Lowest Level: KNOWLEDGE

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TI-Navigator Step 2 How To Ask the Right Questions

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    1. TI-Navigator Step #2 How To Ask the Right Questions Presented by Brenda Lynch Montgomery High School Montgomery, Texas blynch@misd.org

    2. Tell me, and I'll listen. Show me, and I'll understand. Involve me, and I'll learn. Lakota Indian saying

    3. TI-Navigator It is all about the QUESTIONS you ask!!!

    4. Bloom's Taxonomy of Questions

    16. TI-Navigator Using Activity Center to encourage class participation.

    19. Prioritize use of class time. Post answers to the homework. Have students submit a LIST of the problems they missed. Allow a “0” for those that need nothing. Display the FREQUNCY PLOT of the student’s answers. Use this information to go through the most pressing issues before time runs out.

    24. TI-Navigator Using QUICK POLL in the lesson cycle.

    25. Quick Poll can be used for… Gathering information “Are you ready for tomorrow’s test?” Yes/No

    26. Quick Poll can be used for… Assessing Previous Knowledge “Slope is…” Open Response

    33. Opportunities for higher level questioning Use the OPEN RESPONSE and POWER POINT PRESENTATION features to give students an opportunity to lead the discussions in class. “What would have to change in the equation of a circle to make it into the equation of an ellipse?” “How are pyramids and prisms similar? Different?” “What does a student need to know before they can graph a line?”

    34. The POWER of the TI-Navigator is in the questions you ask!!!

    35. Socratic Questions Socrates was one of the greatest educators who taught by asking questions and thus drawing out answers from his pupils. Sadly, he martyred himself by drinking hemlock rather than compromise his principles. Bold, but not a good survival strategy. But then he lived very frugally and was known for his eccentricity. His pupils, by the way, include Plato and Aristotle. Here are the six types of questions that Socrates asked his pupils. Probably often to their initial annoyance but more often to their ultimate delight. He was a man of remarkable integrity and his story makes for marvelous reading. The overall purpose, by the way, is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal.

    36. Conceptual clarification questions Get them to think more about what exactly they are asking or thinking about. Prove the concepts behind their argument. Basic 'tell me more' questions that get them to go deeper. Why are you saying that? What exactly does this mean? How does this relate to what we have been talking about? What is the nature of ...? What do we already know about this? Can you give me an example? Are you saying ... or ... ? Can you rephrase that, please? Socratic Questions

    38. Probing rationale, reasons and evidence When they give a rationale for their arguments, dig into that reasoning rather than assuming it is a given. People often use un-thought-through or weakly understood supports for their arguments. Why is that happening? How do you know this? Show me ... ? Can you give me an example of that? What do you think causes ... ? What is the nature of this? Are these reasons good enough? How might it be refuted? How can I be sure of what you are saying? Why is ... happening? What evidence is there to support what you are saying? On what authority are you basing your argument? Socratic Questions

    39. Questioning viewpoints and perspectives Most arguments are given from a particular position. So attack the position. Show that there are other, equally valid, viewpoints. Another way of looking at this is ..., does this seem reasonable? What alternative ways of looking at this are there? Why it is ... necessary? Who benefits from this? What is the difference between... and...? Why is it better than ...? What are the strengths and weaknesses of...? How are ... and ... similar? What would ... say about it? What if you compared ... and ... ? How could you look another way at this? Socratic Questions

    40. Socratic Questions Probe implications and consequences The argument that they give may have logical implications that can be forecast. Do these make sense? Are they desirable? Then what would happen? What are the consequences of that assumption? How could ... be used to ... ? How does ... fit with what we learned before? What are the implications of ... ? How does ... affect ... ? Why is ... important? What is the best ... ? Why?

    41. Questions about the question And you can also get reflexive about the whole thing, turning the question in on itself. Use their attack against themselves. Bounce the ball back into their court. What was the point of asking that question? Why do you think I asked this question? What does that mean? Socratic Questions

    42. A few last quick tips… Ask open-ended questions that require new insight. Give the students time to think. Wait for them and be careful to not answer your own questions. Allow students to ask you questions. Then answer them adequately and respectfully. Listen to the students as they ask you questions. This will communicate acceptance and model the response you expect from them.

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