response strategies february 16, 2011
DESCRIPTION
Some Science Formative Assessment StrategiesTRANSCRIPT
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Effective Questioning and Response
Strategies(Just the FACTs)
(Formative Assessment Classroom Techniques)
Peg Christensen - Heartland AEA
Much of the information in this presentation is adapted from the September 15, 2008 Every Learner Inquires presentation done by Joyce Tugel - Maine
Mathematics and Science Alliance
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Purpose of this session:
Examine the role that “strategies to improve questioning and responses” play in uncovering students’ ideas
Explore techniques and strategies we can use to improve teacher and student questioning and responses
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Breaking Free From I-R-E (Initiate-Respond-
Evaluate)Two or Three Before Me - pp. 206-207
Popsicle Sticks or Index Cards (Poker Chip - Judy Rex) - pp. 158-159
No Hands Questioning - pp. 140-142
Answer a Question - Ask a QuestionVolleyball - Not Ping Pong! - pp. 211-213
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The FACTs(Formative Assessment Classroom
Techniques - to Improve Questioning and Responses)
Explanation Analysis Fact First Questioning Fishbowl Think Aloud Guided Reciprocal Peer Questioning Juicy Questions No-Hands Questioning Partner Speaks Pass the Question Popsicle Stick or Index Card
Questioning
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Questioning StrategiesPrefacing ExplanationsPaired Verbal Fluency (PVF)Question GeneratingThink-Pair-ShareTwo or Three Before MeTwo-Thirds TestingVolleyball - Not Ping PongWait Time Variations
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All Students Response Strategies - Public
ABCD cards4 Corner Responses - pp. 97- 99
Mini white-boards - pp. 218- 221
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All Students Response Strategies- Public
Sticky Bars - pp. 178-180 “Clickers” (Performance Response
System) Commit and Toss - pp. 65-68
Exit Passes/Ticket Out the Door - pp. 197-199 (Three-Two-One)
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Cultivating students’ role in quality questioning Inviting students to
elaborate or “piggy back”Encouraging student-student interactions
Teaching students to formulate questions (See Mark Walker document) – Starting on p. 68
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Activating students as owners of their learning-
METACOGNITION Self-Assessment of Understanding -
e.g. I used to Think . . . but Now I Know - Think-Pair-Share – pp. 192-193
Traffic Light Cards - Red, Yellow, Green – pp. 199-201
Traffic Light Cups – pp. 201 -202
Traffic Light Pairings Stop/Go Cards Traffic Light Dots - Red/Green
Discs/Dots – pp.203-204
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In Summary Ask fewer low-level questions Ask more thought-provoking
questions Use questions to probe and
extend thinking Vary the ways in which you
want students to respond to your questions
Provide wait time
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