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Questioning is SO important. I love how this article attributes so much success to this. It also relates closely to AVID and Costa's levels of questioning!

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I think opened ended questions open the minds of students.

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Patience, use patience to give the students wait time to think and answer questions.

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Patience, use patience to give the students wait time to think and answer questions.

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If Ss are to learn, they need to be the ones to do the explaining and be active in the learning process. 

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If Ss are to learn, they need to be the ones to do the explaining and be active in the learning process. 

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Ownership of learning is important........ :)

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Ownership of learning is important........ :)

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Wait time is imperative when waiting on students to raise their hands to answer questions. I am guilty of calling on the first few students to "move the lesson long".

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Thinking and questioning is more important than a product. "Use more process questions than product questions."

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Never carry a pencil: you'll be tempted to do the work for them.  Instead, take the time to explain it. 

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Never carry a pencil: you'll be tempted to do the work for them.  Instead, take the time to explain it. 

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I find myself constantly wanting to give feedback, either positive OR negative to help them grow. I have realized since even last year, that this is not the best approach. That many times it creates an extremely dependent learner. A student that is constantly wanting feedback and is hesitant to really "go for it", since they have been indirectly been taught to constantly ask " is this alright?"

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I thought it was a great concept for students that want to learn and are not misbehaving , but I can see it being a great option for students that want to learn.

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Lessons must be hands on, student has to verbalize what they are doing, not just teacher.

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Lessons must be hands on, student has to verbalize what they are doing, not just teacher.

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Instill responsibility to the student for taking ownership of their learning allows for growth and success.

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I thought it is a good idea that he suggest that you should also take time to plan out questions you ask in class.

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I think that this is so important. The more time that you dedicate to the process will allow the teacher to see if the students truely understand. Students need time to think and apply what you are teaching. We need to stop talking so much!!!!!

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This is so powerful!  I love this!  Replace your lecture with a set of questions.  And use process questions rather than product questions .

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This is so powerful!  I love this!  Replace your lecture with a set of questions.  And use process questions rather than product questions .

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On statement that spoke out to me was about the risk of lack of questioning:  "I relieve students of their responsibilities and cheat them of the opportunity to make sense of the mathematics that they are learning. To help students engage in real learning, I must ask good questions, allow students to struggle, and place the responsibility for learning directly on their shoulders."
My highlights on the article attached.

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When I realize that I'm not doing something totally right, or I know that there are multiple things I can improve on, its easy to want to jump in and change a lot all at once. I really liked the reminder that, "attempting to change too much too fast may result in frustration and failure. Changing a little at a time by selecting, practicing, and refining one or two strategies or skills before moving on to others can result in a continual, incremental growth." For me, I tend to be a spur of the moment kind of person, and this was a great reminder that everything takes time - and that is ok.

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Developing the sense to ask good questions takes time and practice. I think AVID levels of questioning is a good starting point. Just like the other AVID strategies, if we streamline it through grade levels, it makes it a whole lot easier to implement at the upper grade levels. 

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Developing the sense to ask good questions takes time and practice. I think AVID levels of questioning is a good starting point. Just like the other AVID strategies, if we streamline it through grade levels, it makes it a whole lot easier to implement at the upper grade levels. 

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Every page was filled with such inspiration and ideas that I feel I could gradually implement into my own classroom. What really struck a cord with me was it's so important that the student is able to explain their thinking whether it be to you as the teacher or in groups with their peers. It is also important then to have an expectation that participation is not optional! That means students listening to their peers and being able to respond when they want or need to extend their thinking. Through this there will be successful learning.

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A lot stood out to me in this article. Things like asking more questions and having students do more of the "teaching". Reading about giving more of a wait time was interesting because I always jump right to the students that raise their hands first. Students need a couple seconds to think, I know I do. Also, when students ask if they are right, instead of just saying yes or no, having them explain their answer allows them to extend their thinking and see if they are right or wrong.

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I think good questions and wait time are so important.

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What stood out to me was not letting students blurt out. I agree that it definitely shuts off the thinking of those around them. I think that some students even start to depend on the students who know the answers quickly and it becomes a crutch from which they make excuses to not even try to think of an answer for themselves.

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What stood out to me was not letting students blurt out. I agree that it definitely shuts off the thinking of those around them. I think that some students even start to depend on the students who know the answers quickly and it becomes a crutch from which they make excuses to not even try to think of an answer for themselves.

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 If students or groups cannot answer a questionor contribute to the discussion in a positive way, theymust ask a question of the class. I explain that it is allright to be confused, but students are responsible forasking questions that might help them understand.

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 If students or groups cannot answer a questionor contribute to the discussion in a positive way, theymust ask a question of the class. I explain that it is allright to be confused, but students are responsible forasking questions that might help them understand.

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The importance of wait time struck a chord with me.  I often pace my lessons too quickly.  I will call on the ones who raise hands first and failed to realize that I was cheating other kids out of the time that they need to process.  Getting through the lesson in a timely manner has trumped some kids' need to process the information.  I will be much more cognizant of that and give more think time during my lessons.

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I enjoyed the questioning strategies that were provided. I try to have the Ss explain through questioning but know I also get caught up in that we need to "hurry" because of timing. One thing that I am going to try after reading is to not worry about the timing and to be more intentional with my questioning and patience when waiting for the students to work together to respond. I really enjoyed that participation is not optional.

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How important questioning really can be.  Makes you think about how to approach a lesson.  Students taking ownership of their learning can be so powerful

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How important questioning really can be.  Makes you think about how to approach a lesson.  Students taking ownership of their learning can be so powerful

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This just goes to show how important questioning is. I like how she never answers a question with just one correct answer; she continues to look for students to elaborate on what another Ss shared; keeping all Ss on their toes and accountable. I also like how she encourages open-ended questions to further discussion and thinking. - Great article!!

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Plan for the lesson, but don't plan out the lesson.  In other words, have your objectives, strategies and questions ready, but let the students lead the discussion and risk taking steps in find their answers.

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Plan for the lesson, but don't plan out the lesson.  In other words, have your objectives, strategies and questions ready, but let the students lead the discussion and risk taking steps in find their answers.

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When students can explain how to solve a problem or stategy to another student, then I know that they understand the concept/process. Asking "what if?" questions gives students the opportunity to think even deeper and hopefully solidifying their learning of the concept. 

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When students can explain how to solve a problem or stategy to another student, then I know that they understand the concept/process. Asking "what if?" questions gives students the opportunity to think even deeper and hopefully solidifying their learning of the concept. 

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Eventually, Iconcluded that if my students were to ever really learnmathematics, they would have to do the explaining,and I, the listening.

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Eventually, Iconcluded that if my students were to ever really learnmathematics, they would have to do the explaining,and I, the listening.

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Mathematics allows the brain to problem solve in many different forms and if we are explaining the way we see fit or the correct way to do it, we are limiting our students.

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My definition of a good teacher
has since changed from "one who explains things so
well that students understand" to "one who gets
students to explain things so well that they can be
understood."