How and Why to Ask Questions in Math and Science

NSTA Conference

March 21, 2010Cheryl Everett & Marjorie Graeff

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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

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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).

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Let’s collect some evidence.

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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?

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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?

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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?

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“Good” Tasks

Address Bloom’s Taxonomy

Move beyond memorization

or recall level

They require students to:– Understand -- Apply – Analyze -- Evaluate – Create -- Remember

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“Good” Tasks

Are “open”

Invite a variety of responses.

Have several acceptable answers.

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“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?

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“Good” Tasks

Involve students in observing and/or describing an event or object

Ex: Discrepant events, demos

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“Good” High Level Tasks

Require students to justify or explain their responses.

Ex- Ice Water

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“Good” High Level Tasks

Are divergent

Require students to take ownership of their own learning

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Let’s practice

Write a “good” question or task.

Explain why this is a “good” question or task.

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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).

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A Vision of K-12 Students

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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.

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Contact us:

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

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