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allows students to speak-students show learning - interprets what students are doing-allows students to use their language and then models some math language for the students- paraphrases with the students - a combination of modeling for the students and allow students to show their learning- 

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allows students to speak-students show learning - interprets what students are doing-allows students to use their language and then models some math language for the students- paraphrases with the students - a combination of modeling for the students and allow students to show their learning- 

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It is important to plan both a good problem question but continue ongoing questioning to help students to push their thinking further

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It is important to plan both a good problem question but continue ongoing questioning to help students to push their thinking further

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Some students need longer to process information/ question

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http://www.staples-3p.com/s7/is/image/Staples/s0668914_sc7?$splssku$

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Careful observation is key during this stage because it allowa the  teacher to pose further questions

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Careful observation is key during this stage because it allowa the  teacher to pose further questions

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INCORPORATE VERBS THAT ELICT HIGHER LEVELS OF BLOOM’S TAXONOMY

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INCORPORATE VERBS THAT ELICT HIGHER LEVELS OF BLOOM’S TAXONOMY

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Through questioning, teachers seek to establish what students already know about the content and the context of the problem. Teachers listen for an indication of students’ level of readiness.

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Through questioning, teachers seek to establish what students already know about the content and the context of the problem. Teachers listen for an indication of students’ level of readiness.

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Offering alternative methods students have not shared rather than just giving the answer 

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Offering alternative methods students have not shared rather than just giving the answer 

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http://linoit.com/users/dcadieux5/canvases/Asking%20questions

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-an invitation to think
-a cognitive process
-a specific top

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The teacher’s skillful questioning plays a vital role in this context, helping students to identify thinking processes, to see the connections between ideas and to build new understanding as they work their way to a solution that makes sense to them

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It is important for students to clearly understand the problem they are solving

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Gets kids to use what they know (background knowledge) and building on that to do math in a more efficient way.

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Gets kids to use what they know (background knowledge) and building on that to do math in a more efficient way.

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Rewords kids thinking to focus on an efficient strategy/way to solve 

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Rewords kids thinking to focus on an efficient strategy/way to solve 

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Pose questions for students to bring the problem home to their parents so they can explain what they are learning in class and consolidate their learning.

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consolidation is good at the end, providing them a chance to clarify and actually notice their thinking

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points out what she finds interesting

suggests ways to consolidate thinking... you could...

let me write that...

brings up multiple ways to explain strategy

very engaged and excited

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Encourages students to use proper symbols 

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Encourages students to use proper symbols 

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(ex. =

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Instead of all the skip counting, I put 4 5's together it equals 20.

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Questions relationship between numbers - "How did 2 10's become 4 5's?"  

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Questions relationship between numbers - "How did 2 10's become 4 5's?"  

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8 10's are easier than 16 5's

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she re-phrases student thinking and writes it out

she asks lots of questions to make sure she understands thinking

questions help break down thinking

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going this way or that way

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Stopping students in the middle of their work prompting them with questions. "Is there anything interesting happening here?" "I want to make sure I understand..." Allows students to discuss what they have written on their sheet.

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4 20's strategy

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Celebrating all ideas with enthusiasm and excitement

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Celebrating all ideas with enthusiasm and excitement