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do not ask students to simply state a vocabulary term or definition, but rather ask them to use science ideas in a meaningful way.

focus instead on guiding student thinking toward a new concept or deeper understanding

Used any time during the lesson except when you are trying to elicit students’ initial ideas and predictions

Are not "leading" questions

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What other question types are you familiar with or do you use?

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What other question types are you familiar with or do you use?

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Leading questions are NOT E, P, C but sometimes serve a role...

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Teacher content knowledge is important when crafting challenge questions.
Importance of being intentional about what kind of questions I'm asking and when.
These kinds of questions have been proven to increase student learning.

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Why did we group these together? Why might we have chosen to NOT group them together? Which of the two Lenses are these strategies in?

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Why did we group these together? Why might we have chosen to NOT group them together? Which of the two Lenses are these strategies in?

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STRATEGY 3:  Ask questions to CHALLENGE student thinking                     

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STRATEGY 3:  Ask questions to CHALLENGE student thinking                     

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STRATEGY 1:  Ask questions to ELICIT student ideas and predictions

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STRATEGY 1:  Ask questions to ELICIT student ideas and predictions

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STRATEGY 2:  Ask questions to PROBE student ideas and predictions

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STRATEGY 2:  Ask questions to PROBE student ideas and predictions

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To push student thinking, to reconsider their thinking,  to make a new connection, and/or to use new science terminology.

to help students develop a deeper understanding of science.

to challenge students to think and reason

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Learn about students’ prior knowledge, naïve conceptions, experiences, and ways of making sense

Student thinking will be revealed

To engage students in the topic of study—helping them to see the links between their own ideas and the science they will learn in the lesson

To provide an opportunity for students to consider their own experiences and ideas and to understand that their ideas are valued.

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to get more information about a student’s current thinking

To make student thinking visible

to help teachers learn about students' ideas ,experiences, and ways of making sense.

To help students clarify their own ideas

Teachers use responses to guide instruction

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Phrased in everyday language

Student ideas and predictions

Whole class or small group

not graded, no right or wrong answers, etc - so students feel safe to share their ideas

Used at beginning of a unit or lesson, at any point in the unit of study/lesson to understand how students are making sense of their observations

demonstrates to students that their ideas are valued

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directed to one student who has already shared an answer or offered an idea

Builds on ideas already presented, asks students to provide more information

Used after an elicit question

Used as a follow up after a question used to challenge student thinking

Used frequently throughout lesson/units

Does not include new ideas

Does not “lead” students to a correct answer.

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How does learning about E, P, and C push you to reflect on the ways you have approached questioning in the past?

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How does learning about E, P, and C push you to reflect on the ways you have approached questioning in the past?