Introduction I chose to focus on how the use of questioning strategies in a whole class setting improves student understanding of conic sections because I struggle with using open-ended questioning. I see how “yes” and “no” questions do not usually cause students to think, since the answer to the question is often in the question. However, from my own experience as a teacher, simply asking an open-ended question about a new topic can cause frustration. If the students do not have any idea of how to answer the question, they simply stare and look confused. Even so, I do believe that open-ended questions can be very beneficial as an aid to learning if they are asked properly.
Research Question How does the use of questioning strategies
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“The question content determines the type of information that a teacher obtains about students’ thinking” (Manouchehri & Lapp, 2003, p.564), and, of course, the purpose of the question must align with the learning goals. It is important to note that “Small modifications in the questions asked of students can furnish insights into students’ conceptual understanding of the computations and processes . . .” (Chappell & Thompson, 1999, p.470). For instance, asking why an answer is correct gives more information about the student’s understanding than merely asking what the correct answer is. Using effective questioning is a skill developed over time and with experience. The more the teacher practices strategic questioning, the better the teacher will become at this skill. Before asking a question the educator should consider whether it actually needs to be answered, whether it will open up discussion, and whether it leads to the learning goals (Inspire, 2011). If it does none of these, the question does not need to be asked.
Research Method This class was composed of 20 male and 8 female students. The ethnicities included Anglo, Latino, Black, and Asian. Figure 1 shows the distribution of ethnicity in this classroom, while Figure 2 shows the distribution for this school.
By comparison of the class demographics to the school demographics, it is clear that a larger percentage
“The way teacher questions are worded does make a difference in student response.” (Herman, 2008 pp. 16) Herman (2008) found that teachers were more likely to elicit extended answers through the use of more open-ended questions. After reading these articles, I was convinced that I needed to improve my own questioning skills, which lead me to use the SATIC model for a self-evaluation of my use of questioning in the classroom.
Providing students with examples of appropriate questions to be used for conducting an inquiry. The teacher will check the appropriateness of the students’ questions before their inquiry begins.
What preparations have you made to anticipate students’ prior mathematics knowledge, students’ differentiated responses and knowledge, and their evolving mathematical thinking throughout the lessons?
Many teachers cannot answer your questions simple or not. They don’t have extensive knowledge to hold onto because of lack of passion or having such a repetitive way of teaching
When focusing in on the specific classroom that I am working in, there is a 1-23 teacher to student ratio, with fourteen boys and nine girls that are all considered general education students. The class consists of 15 students being Hispanic, 4 students being Asian/Middle Easter, 2 African American
The most important thing a teacher can do before asking students to make up questions is to activate their prior knowledge of what you are teaching. There are a number of ways to activate a student’s prior knowledge by using graphic displays for the students to visualize and make that connection.
Another factor that influences Michigan’s high school graduation rates is the race of the student. “In 2007, the amount of students to graduate high school in terms of race was: 82 percent of all Asian students, 81 percent of all Caucasian students, 49 percent of all Hispanic students, and 48 percent of American Indian students” (Alliance for Excellent Education). Based on this data, it is obvious to see that the different types of races play a huge part in how well students do in school. A majority of the minority groups, Asians being the exception, do worse overall than Caucasians when it comes to the percentage of their race that graduates from high school.
In the United States out of every four people one is from a different ethnic background other than white. These progressions are reflected in population of schools. Moreover, 2000 census data show that there are around 1% Indian/Alaskan Native students, 4% Asian/Pacific Islander students, 16% black (non-Hispanic) students, 15% Hispanic students, and 63% white (non-Hispanic) students
reading, they may ask questions to get the class really involved. For instance, the teacher can ask
The total enrollment is six hundred twenty-four students (624), the racial demographics of the school is African American or Black is twenty-three percent (23%) or one hundred forty-six (146) students, Hispanic or Latino is sixty-one percent (61%) or three hundred eighty-three (383) students and Caucasian is fifteen percent (15%) or ninety-five (95) students. The subgroups such as students with disabilities comprised twenty percent (20%) or one hundred twenty-four (124) students, English learners are fifty percent (50%) or three hundred thirteen (313) students, Limited English speaking learners are thirty-seven percent (37%) or one hundred fifteen (115) students, the economically disadvantage students are seventy-three percent (73%) or four hundred fifty-eight (458) students, K-8 average daily attendance rate is ninety-five percent (95%), Hispanic/Latino students attendance rate is eighty-nine percent (89%), Caucasian students attendance rate is ninety-four percent (94%), the African American or Black students attendance rate is ninety-two (93%), K-8 promotion rate is ninety-four percent (94%), total student suspension rate is two in half percent (2.5%) and male suspension rate is three and half percent (3.5%). Also, the
Questioning can get there thinking beyond the comprehension level. Students should evaluate and analyze what they are learning instead of just remembering or understanding. Assignments would be given that encourage them to be creative, whether that is creative writing or making something that has to do with the concept of the lesson. The world around us is all about technology, I want students to continue this skills in the classroom. In English, it is thought that there is no need for technology that you only read books and write papers. This is not true, there are multiple ways that students can use different programs that will emphasize what they learn and help them become well rounded. When students start to have assignment that are all higher level thinking, this knowledge will have them meet higher standards. If teacher give low standard assessments such as, answering closed ended questions or only testing basic easily memorized knowledge, this isn’t a high standard to set. Teachers need to get them to work together in groups, create projects, use technology, or have them teach a proportion of a lesson, etc. to have these students go beyond expectations. High standards in the classroom welcome more competitive thinking and higher order strategies. As a teacher I want to give my students the opportunity to work their hardest and expand their thinking to meet these
Though multiple choice and true or false format present many problems it is easier to agree on a correct answer of a basic criteria multiple choice question than a on deeper level of thinking, essay question ,therefore making the tests easier and faster to grade.This belief that efficiency is a high priority that effectiveness is leading to a decline in teaching because standardized test do not require an reason behind answers most teachers teach for the sake of testing and sadly, not for the sake of learning. This type of teaching is often referred to as the ‘drill and kill’ method and involves students memorizing isolated information that ‘might’ be on the test. This form of teaching does not allow students to understand the information in a way that they might apply it to other situations other than testing. Those students who are not taught in a ‘drill and kill’ technique and can analyze and make connections are often asked to ‘dumb down’ for the
I am teaching U.S. History at Merrillville High School. Though having one or two students who are on the college-bound trek, the classes are the general trek of courses. In my classes, African-Americans make up the largest portion of the population at 60% while Hispanics are second with 18% and whites are 13.8%. Correspondingly, according to city-data.com, the student body broadly reflects the demographics of Merrillville. This, in contrast, is markedly different from the demographics where I attended high school; La Porte High School. In the La Porte School system, whites are the majority at 79% followed by Hispanics at 12% then, African-Americans at 2.8%. Similarly, the demographics of the La Porte are also reflected in the
Checking has two purposes: (a) answering the questions might cause the students to elaborate on the material they have learned and augment connections to other learning in their long-term memory, and (b) alerting the teacher to when parts of the material need to be retaught. In contrast, the less effective teachers simply asked, “Are there any questions?” and, if there were no questions, they assumed the students had learned the material and proceeded to pass out worksheets for students to complete on their own. Guided practice after teaching small amounts of new material, and checking for student understanding, can help limit the development of
sophomores, 97 juniors, and 118 seniors. The racial breakdown of the subjects were 85% white,