how and why to ask questions in math and science
DESCRIPTION
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 - PowerPoint PPT PresentationTRANSCRIPT
How and Why to Ask Questions in Math and Science
NSTA Conference
March 21, 2010Cheryl Everett & Marjorie Graeff
1
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
2
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).
3
Let’s collect some evidence.
4
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?
5
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?
6
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.
The QUASAR project
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
Ms Brown’s Tasks
1. 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?
1. 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.
Cognitive Demands at Set Up
Stein, Grover, & Henningsen, 1996
Assessing Student Learning Task & Set-Up Implementation Student Learning
High Level
High Level
High Level
Low Level
Low Level
Low Level
Significant Gains
Moderate Gains
Lowest Gains
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?
13
“Good” Tasks
Address Bloom’s Taxonomy
Move beyond memorization
or recall level
They require students to:– Understand -- Apply – Analyze -- Evaluate – Create -- Remember
14
“Good” Tasks
Are “open”
Invite a variety of responses.
Have several acceptable answers.
15
“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?
16
“Good” Tasks
Involve students in observing and/or describing an event or object
Ex: Discrepant events, demos
17
“Good” High Level Tasks
Require students to justify or explain their responses.
Ex- Ice Water
18
“Good” High Level Tasks
Are divergent
Require students to take ownership of their own learning
19
Let’s practice
Write a “good” question or task.
Explain why this is a “good” question or task.
20
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).
21
A Vision of K-12 Students
22
Food forThought…
What level of questions/tasks are these students asking for?
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.
23
Contact us:
Marjorie Graeff
Chester County Intermediate Unit
455 Boot Rd
Downingtown, PA 19335
484-237-5334
Cheryl Everett
Chester County Intermediate Unit
455 Boot Rd
Downingtown, PA 19335
484-237-5336
24