#5thchat is for people interested in chatting about topics in education, especially as they relate to Grade 5. The goal is to connect people who enjoy learning & sharing, plus supporting & creating partnerships worldwide!
A1 - I'm always questioning Ss to see what they remember, where they are struggling, if the class as a whole is on the same page (struggling or succeeding) #5thchat
Hey everyone in #5thchat If youโre in the #NJ area, Sat 4/21 please join us for @EdCampNEWARK Collab teacher led workshops, connectedness and sharing across instructional spaces benefitting our students. Pls come! https://t.co/CvOG5XCEbU Pls #RT
A1 - It's important to question and see what students are learning, as well as what they may have misconceptions about. I love to question students about how they arrived at answers. Always fuels a good debate and leads to some clarity. #5thchat
A1. I like to ask questions for the stated reasons, but also to initiate classroom discussion and then to sit back and listen to the clas take over๐ #5thchat
A1. It's inquiry. We're cheking for understanding and comprehension and looking to see how Ss are intrepretreting what they are learning as they are thinking and processing the information. Asking for Q and sometimes going deeper into the subject area. #5thchat
A1: The purpose of questioning students in the classroom is to get them thinking about their thinking. When a child can dig deep and know why they believe something then it empowers them and gives them a sense of responsibility #5thchat
#masdtlap@lisa3rdgrade
I always praise and make a big deal out of my students responses and efforts. The students love it and try even harder. You can just see on there faces how proud they are of themselves.
In reply to
@KimSnodgrass, @burgessdave, @teresagross625, @PaulSolarz, @lisa3rdgrade
I love listening to their thought process. And when someone is stuck, many times there is a classmate who can help them. It's great just listening to them try and help each other through a problem #5thchat
A1 I agree with the things that have been said! Questioning can also help engage sts and can help them take responsibility for their own learning. #5thchat
A2 Students need to ask each other questions, ponder, ask the teacher questions, and ask themselves questions in order to own their learning and to think about their next steps. #5thchat
A2: Ss need to ask questions in order to understand what's being discussed in class. I'd rather they ask then keep it in cause 99% of the time someone else has the same Q #5thchat
A2 If for no other reason, it shows that they're thinking about the material in an active way. Of course, not all questions are created equal! #5thchat
A2: Not only do student questions help us to know what they don't understand, but they also help us see what students are curious about! We just started an NGSS Space Unit...the deep questions they ask show how excited they are about learning #5thchat
A2 Among other things,it builds a great class culture- sts see they are not the only ones struggling with something. Learning can't be just sitting and absorbing info! Q's are a must. :) Plus they can help each other! #5thchat
A2: Most likely other child in class have the same question, so it allows students to see that others needs help and it's a safe place. You should make time for this because it offers more than just simply answering a question, but allows for further discovery in a topic #5thchat
A2 I think the benefits are the same that I said in A1. It opens the door wide on the world for not only them, but also their classmates, it also fosters conversation, helps their classmates see things differently, and helps us to learn their insight. #5thChat
A2 this is the best time to ask questions. Ss need to access their peers and teachers for help. Parents prefer not to answer questions in fear of not knowing. I love listening to kids ask each other questions. #5thchat
A2. To see how S are understanding the information and comprehending it. It allows for a deeper discussion, understanding collaboration, sharing of ideas, argumentative pts..-Enc. open ended Q for disc. is a valuable asset for T and S both. For comp. and Und. and growth #5thchat
A3 At the beginning AND end I like to ask the same Big Question that we spend the lesson/unit investigating--- like What is bravery? The key is repeated exposure to the same question examined at multiple points in the learning process #5thchat
A3 We have essential questions that are open ended and usually lasts the whole unit. We also ask questions that just add to the conversation. Usually thick, but every now and then, I ask right there questions. They are asked at the beginning and end. #5thChat
A2 Ss take on ownership in the learning & instruction. Ts can adjust lesson/learning to facilitate greater understanding when they know if their kids get it. #5thchat
A3 The questions I ask at the beginning of a lesson might be more inquiry-based. The questions I ask at the end of a lesson might be more reflective or assessment based. All of the questions need to be engaging. #5thchat
A3: At the beginning I explore what they already know/remember. Its amazing how some Ss remember everything & others have a hard time recalling the basics. This lets me see who needs more help or one-on-one #5thchat
A3: I would ask questions to see how much background knowledge they already have, because you wouldn't want to cover information that they're already experts at, you want to provide questions that spark their interests and get them thinking. #5thchat
A3 I try to ask guiding questions at the beginning of a unit. The big questions that ss should be able to at least have a conception of a response by the end of the unit. #5thchat
A3 towards the end of math lessons when I'm doing whiteboard practice I like to ask q's about mistakes I see- "what is the mistake" "how can we avoid this mistake" etc. I always emphasis mistakes are great for learning! #5thchat
A2 Ss questions also show what they know and it is a skill that Ss need to learn so they have a better understanding of what they are learning about in maths #5thchat
HI Dan, "Why" questions are usually more engaging because Ss need to support their answers/claims w/ evidence. Ss will then respectfully disagree or agree and explain why. #5thchat
A4 I think some questions are better when you hear multiple voices, that way Ss are exposed to a variety, learn how to hold conversations, and respect opinions of others. Then there are some that can be in small group or 1 on 1. #5thChat
A3. At the beg. of lesson, I like to discuss what we'll be investigating throughout the lesson or unit. It gives me info. on how much Ss may know about topic. At the End, we do a summary on the highlights or imp. pts. in unit.Discuss the whatifs or the possibilities! #5thchat
A4: Absolutely! I feel like with individuals you can ask more questions that push their thinking and personalize it. Where as with the whole class I feel it's more open ended or its questions that they turn and talk to their neighbor about #5thchat
A4 The questions I ask the whole group, small group, and individuals will be different because I might need to scaffold, differentiate, enrich, probe, and/or assess. #5thchat
A4: In sm group/individual I'm differentiating my Qs based on their ability level. With lg group, its to start a conversation. The struggling Ss can hear their peers talk, which gives them a new perspective on the topic. Sometimes they can explain better than me #5thchat
A4. Defintely. With individuals, I know which ones are capable to push to higher levels of disc.. Small gps., we may have some areas we need to work on and bring the disc. to a diff. level. The whole class,, depends upon levels of comprehension and how deep we can go .#5thchat
A4: Yes. Invid q's are geared more to understand S motivation and ability to process the work at hand. Group q's aren't really q's they are rhetorical. I assume they needed to ask. I serve a mixed population & don't want to put Ss on the spot. #5thchat
A5: I'm still in college but I feel like I would wright down main question objectives and anything else that pops into my head so I wouldn't forget. I would also think about the levels of questions and the purposes they serve. Lastly, the way I'm present them. #5thchat
A5 I plan out questions for each lesson. I also ask spontaneous questions based on what Ss share, understand, or misconceptions. Common Core Companions have great questions connected to standards. The questions usually begin with "why or "Where did you find the evidence?"#5thchat
A5 For high school social studies history/gov... Are we free? What is bravery? What is patriotism? Should government help us directly or should government encourage us to help ourselves? All applicable to younger grades! #5thchat
A5 I don't plan out questions for every lesson, but I used to have a DOK question stems paper with me all the time and that was super helpful in getting a mix of Q's. Sometimes I write down Q's that got really great responses for the future. #5thchat
A3 In band, I don't have structured units. I ask a lot of review questions which help build to more in-depth questions. I love asking my Ss to think independently about how to do things differently. Basic Q's balanced w/higher order thinking Q's throughout. #5thchat
A5: Maybe not for every lesson, but certainly the essential questions for the unit (e.g. โIs there ever a 'just' war?โ vs. "What key event sparked World War I?") #5thchat
A5 I do plan out a few questions to help guide me on some of the things, but I also leave the door open for questions that come from our conversations. Ex. might be What is the truth? What's important to know before working on a problem? #5thChat
A5 I don't plan out all of my Q's for every lesson, but I used to have a DOK question stem paper with me all the time and that was super helpful in getting a mix of Q's. Sometimes I write down Q's that got really great responses for the future. #5thchat
A5: My co-teacher and I plan out Qs for the week's lessons together. But we also like to let the Ss ask their own Qs and lead the discussion when appropriate. #5thchat
A5. What causes A to occur? What is released when B occurs? Why do the soln change color? How do they react? Who invented this process? What if we changed A for B? #5thchat
A6 I don't use protocols for everything. However, I love to use Socratic seminars, Visible Thinking protocols, questions from the 8 Standards For Mathematical Practice, and spontaneous ones:) #5thchat
A6 I don't use protocols for everything. However, I love to use Socratic seminars, Visible Thinking protocols, questions from the 8 Standards For Mathematical Practice, and spontaneous ones:) #5thchat
A4 Sometimes. I might ask a general question to the class. Ss respond. I like to counter with "yes, tell my why" or "explain what you mean" to that student so I can get the individual student to go a bit further in understanding. #5thchat
A6: We have an open floor for Qs that are lesson related. I'd rather get the discussion flowing and tackle Qs as they come. If its not lesson related, its asked at the end or beginning of class when we're sharing #5thchat
Hi Karina, Visible Thinking is a book and a PDF: https://t.co/qlY8VCdZiN
with great resources to get Ss to show their thinking. I highly recommend it. It makes all Ss accountable in an engaging way. #5thchat
A6 I don't use protocols for everything. However, I love to use Socratic seminars, Visible Thinking protocols, questions from the 8 Standards For Mathematical Practice, and spontaneous ones:) #5thchat
I believe in order to have any purposeful discussion w/ Ss, norms have to be established. We need to build relationships in order for the Ss to feel comfortable to ask and answer questions. #5thchat
A6 Not really...well except raise your hand. After awhile, I stop answering and say, "great question for us to explore." Then I encourage them to look it up. That way it gets out of them only asking me and how to find it on their own. #5thChat
A5 I think that depends on what your goals are going into talking with the individual, small group or class. With whole class it may be one big question but then it is tailored to fit individuals to clarify understanding #5thchat
A6 I don't use protocols for everything. However, I love to use Socratic seminars, Visible Thinking protocols, questions from the 8 Standards For Mathematical Practice, and spontaneous ones:) #5thchat
A6 guided and prepared questions that I think will probe and clarify my Ss understanding and also the flexibility to allow for spontaneous and unplanned discussion too #5thchat
Building relationships with our Ss is key - making them feel as if they're opinions matter and that we're willing to listen to them is important. Teaching our Ss to listen and to express ideas is just as important as what we're teaching on the smartboard. #5thchat
A5 I don't plan specific questions for rehearsals. Many questions are based on needs that present themselves throughout class. Breathing-where should we end the phrase? Wrong notes-what is the fingering for that note? What can we do with these tied whole notes? #5thchat
A6 I don't use protocols for everything. However, I love to use Socratic seminars, Visible Thinking protocols, questions from the 8 Standards For Mathematical Practice, and spontaneous ones:) #5thchat
A6 I don't use protocols for everything. However, I love to use Socratic seminars, Visible Thinking protocols, questions from the 8 Standards For Mathematical Practice, and spontaneous ones:) #5thchat
I highly recommend it! I strategically choose who is going to be in the inner circle. I love it when Ss are so engaged they forget there are 25 sets of eyes watching and listening to everything. #5thchat
A6 I don't use protocols for everything. However, I love to use Socratic seminars, Visible Thinking protocols, questions from the 8 Standards For Mathematical Practice, and spontaneous ones:) #5thchat
A8: Relationships are very important when it comes to motivating Ss to share in class. When they know you're interested in their thoughts, when they have confidence in your classroom, then discussion (Q&A) will flourish. #5thchat
A8 The best questions are ones that are simple but not simplistic-- like Are we really free? Ss can understand them on the front end, but then when they begin answering it, all of a sudden, it becomes complex-- but they are hooked! #5thchat
A8: effective questions are a combination of a lot of things, like planning, correlation and asking questions that get them thinking of the how and why rather than what and where. Also questions that provide deep thinking and can't be answered with yes or no #5thchat
A8 SEL and building a classroom environment for ALL Ss is ๐. Then listening to what Ss are saying and not listen for. Finally planning and collaboration with T peers and Ss is what makes math discourse productive. #5thchat
a8. Planning open-ended Q, having good relationships with your Ss, You want your Ss to listen to the discussion Q prompts and think and have time to reflect before answering. #5thchat
A8 Effective questions are effective if Ss feel safe, Ss understand them, there is a "why," evidence can be supported, reflection can be included, next steps can be shared, and/or more questions can be added. #5thchat
