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3 Types of ?'s relating to productive struggle

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3 Types of ?'s relating to productive struggle

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E:   This allows the students to activate their prior knowledge and to take a risk on the concept at hand.
C: This allows the students to use their prior knowledge and make a connection.
R: Allows student the opportunity to explain their thinking and provide reasoning for their response.

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Key work here is "Productive" struggle. Allowing time for students to struggle is very important for student grow. However it is important for the teacher to keep a close watch and ensure that the struggle is productive in the academic growth of the student. That is why the type of questions present must be throughly thought out by the teacher. If the questioning leads to productive struggle students will gain a deeper understanding of the concept at hand.

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Productive struggle promotes critical thinking, but it requires frequent practice from both students and teachers. In the case of students, they need to practice productive struggle because they tend to give up as soon as they hit a wall, but if they practice productive struggle, students will be okay getting out of their comfort zone to take the risk and explore and experiment by themselves. In the case of teachers, we need to practice productive struggle because when students ask for help, we tend to jump and help students. But sometimes, instead of helping them and direct them with questions to the correct answer, we end up giving them the answer. The productive struggle will benefit our teaching in the long term if we take the time to plan, implemented, and practice in our classrooms.
The three types of questions can help us as teachers to effectively implement:
Questions to elicit student thinking help teachers know what the student is actually thinking rather than making assumptions about their knowledge; as a result, teachers can use students' prior knowledge during the productive struggle process.
Questions to connect representations require students to translate between visual, symbolic, physical, contextual, and verbal representations to identify different ways that mathematical structure can be represented.
And questions to explain math reasoning help students to articulate their thoughts and allow them to support their claims with evidence.

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The productive struggle is a sign of learning. In order to reach this productive struggle we need to ask the right questions (elicit, connection, and reasoning), allow the appropriate wait time, and not give direct answers. Students CAN figure it out on their own if we guide them correctly.

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Productive struggle is not a bad thing. We do have to make sure that the questions we ask our students guide their thinking in the right direction without giving away the answer. Without productive struggle, there wouldn't be any learning.

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Elicit: Increase student participation by asking guiding questions

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Elicit: Increase student participation by asking guiding questions

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Connect: Activate Prior Knowldge
Reasoning: Process and store informations

Productive Struggle: Teacher guides the lesson by asking guiding questions not by direct teaching.

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It is incredibly important that students learn how to navigate through the struggle. It is harder for kids in this generation to deal with the struggle because they are used to having all of the answers literally at their fingertips. Anything they want to know, they just have to ask Siri, so now when you ask them to think more profoundly they become frustrated. If we can teach them how to work through that struggle without becoming frustrated the results will be amazing.

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I believe it is extremely important for students to explain their thinking out loud. Thinking out loud helps us to not organize our thoughts but also internalize them as well. If a student is struggling with a concept, explaining out loud will help them organize their thoughts (E). Once their thoughts are organized, they are able to tap into their prior knowledge and connect (C). Once they understand what is being done, the students are able to apply this reasoning to more applications (R)...1 train, 3 trains, 10 trains...

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Without struggle there is no learning. Productive struggle promotes critical thinking.
Elicit - allows them to formulate their thought process
Connect - prior knowledge helps connect to new knowledge
Reasoning - the ability to explain their thought process.

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Progressive struggle is a great way for our students to critically think during exams and assignments. The student should be able to explain their thoughts to the teacher so that you can come up with creative ways to help them retain more information and allow you to ask questions to know thier prior knowledge and their way of thinking.

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Productive Struggle and 3 Types of Questioning

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Productive Struggle and 3 Types of Questioning

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Students will often do what they are told to do. We must ask them to explore and experiment. To take risks and take different paths to discover on their own what they "should do" in order to solve a problem. We can listen in to their conversations and as professionals guide them to the right answer. By asking questions that elicit, connect, and reason, we can see where students are having that struggle and we can identify it and offer that support. In time, our hope is that students do this for each other as well! Often times we hear students say to each other, "this is the answer, just write it down." This reminds me of the quote that if you give a man a fish vs. teaching him to fish.

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3 Types of Questions & Productive Struggle

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3 Types of Questions & Productive Struggle

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Elicit - These questions will ensure that students are engaged in the thought process. During this time some prior knowledge can be activated as well.
Connect - These questions will allow students to explore the concepts more in depth where some of the major struggles might occur but nonetheless, well thought out questions will lead to the productive struggle.
Reason - These questions will help facilitate the students' evaluation process. Their justifications will show more clearly when good connection questions are used to facilitate student's evaluation of their work or thought process.

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For the elicit questions, allow students to formulate their thinking through mathematical representations. This will give the students an opportunity to problem solve, think critically, and construct their own ideas.
Connection type questions can be asked during wait time periods. Allow students to think about the ideas they've constructed through the mathematical representations period to connect new ideas and extend their learning.
Reason type questions can be a student activity, where students construct their own questions from the connection period of the class and formulate new questions and responses to their own questions with the use of sentence starters or sentence frames. Teacher can validate their ideas and have those questions be used in the next day's beginning activity.

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If as teachers we expect for students to learn and apply their knowledge in the real world, then a deep internalization of concepts need to take place. Questioning strategies in the classroom promotes deep internalization of concepts. A classroom culture in which students are expected to take an active role in the learning is critical. If a student is always given the answer whenever a question arises, the process of thinking and looking for solutions will never happen. The best way to promote thinking and encourage productive struggle is answering a question with another question that is purposeful and targeted towards the expected outcome. When proving questions that elicit student thinking, it is important to understand what students already know and what are the possible misconceptions and gaps students might have. Triggering prior knowledge is critical as well. An example of a question could be” Tell me what you know from the problem.” Students tend to simply say I don’t understand when they do get parts of the problem. Guiding students with meaningful questions can help them make connections with different representations. Questions such as “How would you create a model or a visual representation?” “Is there another way to find the solution to the problem?”. A way to assure that students genuinely grasped mathematical concepts is when they are able to explain their process. Then, asking students to always justify their responses  has to be an integral part of the learning process. A classroom environment in which meaningful questioning strategies form part of everyday lessons, is an environment that promotes enhanced knowledge and skills.

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Allowing students time for productive struggle is imperative to the learning process. As teachers, it is our responsibility to ask the right questions that a) gauge prior knowledge b) connects prior knowledge to new knowledge and c) forces them to explain their thought process. Without the productive struggle, the students are not critically thinking and will not retain the information they have learned.

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I believe by using the 3 types of questions allows the teacher to set the direction and task for the students to learn and show what they learning and solving. Elicit questions help to open the direction and for students to start the thinking process and even that is a struggle in itself. The Connecting questions guide the students for support because they can take prior knowledge and try to apply it along with the process or steps that being discussed to try to arrive to process for solving. Explaining the mathematical reasoning allows students to communicate to one another and still trying to produce a process for solving the problem. These three questions, I think help the teacher and the students to struggle in producing a process for solving a problem but not only solving the problem, but also creating analytical thinkers. It helps the teacher to let go of directing so much and helps lends to the students to be in charge of the task. Plus it helps the students to be able to learn to communicate their learning to someone else, which is a struggle for most students; explaining what they learned.

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Deep understanding of concepts cannot happen by simply memorizing steps to solve a mathematical problem. Productive struggle provides the means for students to explore, inquire, collaborate, and question during the learning process. Creating a culture in which students learn through challenging experiences and exposure to content in meaningful ways can pose a challenge to many of us as teachers but it is definitely worth implementing.

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Productive Struggle= 3 types of questions

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Productive Struggle= 3 types of questions

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"Elicit" student thinking. Allow time and encourage participation.
"Connect" prior knowledge,
Ask guided questions to help them make connections.
Explain mathematical "reasoning" allows for students to verbalize their thinking and us to check for understanding.

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In order to ensure that students are understanding mathematical concepts, it is important to give students the time to allow for productive struggle.   It is vital to  ensure that we are supporting their productive struggle through the use of the 3 question types (Elicit, Connect and Reason). In doing so, we are ensuring that the learning will take place. Todd Kettler states that " if classrooms allow for more ambiguity and vagueness in the classroom through the use of open-ended assignments, then this can help generate new ideas and have more insightful ways of problem solving which can thus lead to more creativity in the classroom." So leaving room for open-ended type of questions can facilitate in ensuring students go through the productive struggle process.

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I believe that the questions that elicit students' thinking allows us to not only tap into prior knowledge, it helps the students organize their thoughts for what we are asking for.  Questions that connect the representations allow us to see what the students understand and we can then probe for more of their knowledge so we can see exactly what they know.  It will also allow us to notice if the struggle is actually frustration and if so then we can intervene and support to get them back on track.  The math reasoning allows us to see the student finally do the heavy lifting and not only see their thought process but provide proof.  The student becomes the teacher so to speak.

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By allowing students to engage with others and explain their mathematical reasoning or way of thinking, they will learn the value of productive struggle. But I also feel like we need to help them distinguish between a productive struggle and frustration.

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1.  Eliciting student thinking allows the teacher to establish a student's prior knowledge.
2. Connecting representations allows the students to take their prior knowledge and connect it to  new concepts.
3.  Explaining mathematical reasoning allows the student to explain their thought process in solving the problem to other people.  If they can vocalize their thinking that usually means they understand the problem solving that occurred.

By focusing on these 3 types of questions the teacher is allowing the students to engage and explore with other students so that they are getting different perspectives, getting out of their comfort zone and gaining a deeper understanding of how to problem solve with others and on their own.
Student struggle is not a bad thing, it teaches the student not to give up and that all things are possible with hard work.

Karen Trautman  Fabens ISD

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As teacher it is important to let students struggle and provide them with the appropriate support.
1.Elicit student thinking. It is crucial to plan the type of questions that will encourage students' participation. Allowing them time to organize their thinking.
2. Connect representations. Questions should be guided the expand their previous knowledge and make connections to new concepts.
3. Explain mathematical reasoning. It is important to allow students more time to complete each task and to explain their findings. This is a great opportunity for them to articulate their thoughts.
Mrs. L.Garcia FISD

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Allowing students to struggle provides for more solid understanding of concepts. I do feel that there is a balance we need to notice between productive struggle and frustration. We don't want them to shut down.

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Allowing students to struggle and engage with each other and learn from each other will actually ensure that learning is occurring.  I think without the struggle the student does not actually own the understanding.  Our role as the teacher must be more as a facilitator and guide versus the source of all answers.  It is many times uncomfortable and time consuming but it is necessary for our students' success!

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Allowing students to engage and explain their thinking is important as it digs deep in their learning and understanding. As mentioned today, learning takes place when students are engaged in doing mathematics.

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Productive Struggle-3 Types of Questions

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Productive Struggle-3 Types of Questions

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The "Elliciting" type question allows students the opportunity to think critically and to use trial an error to evaluate their theories.

The "Connection" type questions allow them the opportunity to use prior knowledge to support their ideas.

The "Explaining" reinforces their understanding of concepts by giving them the opportunity to vocalize their thought processes.

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As teachers, the planning is so important.  We need to plan to give our kids tasks that will allow for them to struggle and have high quality questions ready to ask them.  It's hard but crucial to resist the urge to cut short or alleviate their struggle because by doing that we cut short their learning.  In reality we end up do a great disservice to our kids by not allowing them to struggle and grow.

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As teachers, the planning is so important.  We need to plan to give our kids tasks that will allow for them to struggle and have high quality questions ready to ask them.  It's hard but crucial to resist the urge to cut short or alleviate their struggle because by doing that we cut short their learning.  In reality we end up do a great disservice to our kids by not allowing them to struggle and grow.

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The teacher has a big part of productive struggle. In the video we saw, the teacher asked all the correct questions so students could reflect and make sense of their learning. She never told them the "answer," but they were able to come up to the expected conclusion together.

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The idea of production in struggle would need to be closely monitored by the teacher. The teacher has the role of guiding the struggle of students so that they obtain a positive growth during that struggle.

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Making sure that the questioning leads them to  not only "find" a solution but knowing "why" and "how" it works /comes about through justification.

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Most students struggle , especially in math.  Use it to help them encourage their thinking/ solving problems and to remember there is more than one way to get to your destination.

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these are great questioning techniques, but sometimes we are pressed by time to cover the material

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I agree with the idea that as teachers we are eager to jump in to "rescue" students and by doing so we deprive them of opportunities to fully engage in making sense of the mathematics.
I wonder what method would be most impactful in showing teachers this strategy so that it becomes a best practice in all classrooms.