Sample questions: I agree/disagree because …. I think ….because …. How do you know that? What do you mean? Can you give some examples? What would happen if … Can you explain that? Why are you using … What operation should be use

Research Finding #2: Most teacher questions are at the lowest cognitive level—known as fact, recall, or knowledge.

Teachers should purposefully plan and ask questions that require students to engage in higher-level thinking.

Peeking Shapes--Greedy Triangle by Marilyn Burns (scroll down to find question document)

Research Finding #3: Not all students are accountable to respond to all questions. Teachers frequently call on volunteers, and these volunteers constitute a select group of students—especially in traditional settings.

Managing Response Rates Take a look at these strategies, think pair share, clock partners, choral response and many more to make your classroom more interactive and promote EVERY student sharing and learning.

Research Finding #4: Teachers typically wait less than 1 second after asking a question before calling on a student to answer. (Wait Time #1) They wait even less time before speaking after the student has answered. (Wait Time #2)

Research Finding #5: Teachers often accept incorrect answers without probing and they frequently answer their own questions.

Teachers should seek to understand incorrect or incomplete answers more completely by gently guiding student thinking with appropriate probes.

Research Finding #6: Students ask very few content-related questions.

Post It, Prove ItPost a skill and have students post verification that they know the skill. Post the answer and have students post a question with that answer. "Give an equation with a solution of 6."

9 Great Ways to Encourage Students to Ask Questions Blog Post

Questioning Strategies

5 ways to Help Your Students Become Better Questioners Blog Post

5 Powerful Questions Teachers Can Ask Students Blog Post

What Is My Shape? Tape a geometric shape or vocabulary word on each students back. Have the students ask yes or no questions to determine the word. This document can be used to have students record their question.

Additional Resources

Video Reflection Tool This document includes a variety of thoughts, charts, and tools to help get the most out of reflecting on video segment of your classroom. Choose from wait time, type of question, teaching talk vs student talk, transition time, praise to correction ration and many more.

Question Sequences in the Classroom by Robert Marzano 2014

5 Practices for Orchestrating Productive Mathematics Discussions Great book from NCTM about how to sequence student response to promote learning.

From All the Time They Need, by Ellin Keene, Educational Leadership, November 2014 p 66-71 This is a great article on wait time and how to utilize in your classroom.

November 2014 issue of Educational Leadership has a focus on “Talking and Listening” which has many articles on questioning.

A Tool for Rethinking Teachers’ Questioning, Teaching Children Mathematics, December 2014 p 294-301 This article provides a tool to analyze your questions using a grid with Webb’s depth of knowledge and Blooms.

Real Talk, Real Teaching, Educational Leadership, November 2014, p 73-77. How to create time and space for authentic talk in the classroom and problems that may be encountered.

Questioning Presentation and ResourcesQuestioningQuestioning with Extra Math StrategiesResourcesQuestion Sequences in the Classroomby Robert Marzano 20145 Practices for Orchestrating Productive Mathematics DiscussionsGreat book from NCTM about how to sequence student response to promote learning.What Questioning is not.Kid Snippet Math ClassResearch Finding #1:Teachers Ask Many QuestionsResearch Finding #2:Most teacher questions are at the lowest cognitive level—known as fact, recall, or knowledge.Research Finding #3:Not all students are accountable to respond to all questions. Teachers frequently call on volunteers, and these volunteers constitute a select group of students—especially in traditional settings.Research Finding #4:Teachers typically wait less than 1 second after asking a question before calling on a student to answer. (Wait Time #1) They wait even less time before speaking after the student has answered. (Wait Time #2)Research Finding #5:Teachers often accept incorrect answers without probing and they frequently answer their own questions.Research Finding #6:Students ask very few content-related questions.Questioning StrategiesAdditional ResourcesQuestion Sequences in the Classroomby Robert Marzano 20145 Practices for Orchestrating Productive Mathematics DiscussionsGreat book from NCTM about how to sequence student response to promote learning.From All the Time They Need, by Ellin Keene, Educational Leadership, November 2014 p 66-71 This is a great article on wait time and how to utilize in your classroom.Educational Leadershiphas a focus on “Talking and Listening” which has many articles on questioning.A Tool for Rethinking Teachers’ Questioning, Teaching Children Mathematics, December 2014 p 294-301 This article provides a tool to analyze your questions using a grid with Webb’s depth of knowledge and Blooms.Real Talk, Real Teaching, Educational Leadership, November 2014, p 73-77. How to create time and space for authentic talk in the classroom and problems that may be encountered.Website for @teachheath