Noticing Your Types, Functions, and Patterns of Questioning.
This week take some time to notice your questioning. Ask a colleague to come into your class and record all the questions you ask and student responses in a 15 minute period or videotape your lesson. When reviewing your colleague’s notes or watching your videotape, notice what types of questions you ask. Notice if your questions serve the function of assessing or advancing student thinking. Notice if your questions focus student thinking while allowing wait time for students to do the thinking, or if you are funneling students into one way of thinking. Here is an article about funneling and focusing questions if you need a refresher.
The four types of questions suggested by Principles to Actions, (NCTM 2014) are listed below. Effective questioning includes all four types.
Gathering Information: Students recall facts, definitions or procedures
Probing Thinking: Students explain, elaborate or clarify their thinking, including articulating the steps in solution methods or the completion of a task
Making the Mathematics Visible: Students discuss mathematical structures and make connections among mathematical ideas and relationships.
Encouraging Reflection and Justification: Students reveal deeper understanding of their reasoning and actions, including making an argument for the validity of their work.