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Realizamos preguntas al iniciar un tema y al finalizar la exposición del mismo, con el fin de conectar y retroalimentar al alumno con cada montaje ó trabajo a profundizar.

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Math Teachers check out Dan Meyer's database of 3-Act Tasks.  There's lots of problems to get students talking, thinking and engaging in real world math.  https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/edit#gid=0

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Utilizamos estrategia de pregunta de apertura de clase, recordando tema de la clase anterior para engancharlos con la nueva información.

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Asking them about their previous experiences on the topic, connecting with the new learnings and asking how this new knowledge is useful in their lives and propose actions to use it.
They have to think
What, How, When, Where is this learning useful for them.

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Link personal interests with the topic.
Give students choices on how to share their learning.

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- Shearing their own experiences
-Listening others experiences and make questions
Use socratic method

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Asking them to share personal experiences related to the topic.

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Preguntas con múltiples respuestas que generan debate. El debate deberá ser guiado por el maestro para concluir en aquello que se desea introducir.

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Asking questions is part of our scientific method, in other words, it's something that allows us to arrive to a hypothesis. An example of this is a lab session where a "problem" is introduce and students are asked to come out with 3 questions about it, that will help them to arrive to their hypothesis.

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Show the topic and ask for what they know and try to connect with issues that they are familiar with. Or current topics on the news.

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Working on mini real life challenges in class
Ask students to create their own problems

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Pido a los alumnos que relacionen el tema de Historia que vimos, con algo que sucede en el presente.

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Actualmente estoy tratando con los alumnos un texto de un nivel avanzado, un fragmento del "Laberinto de la Soledad" de Octavio Paz. Primero que nada traté de explicarles la razón por la que había elegido dicho texto (creo que una buena estrategia hubiera sido pedirles que ellos dedujeran el porqué); Después de leer el texto les pedí que conectaran dicha lectura con su realidad, si es que esto era posible, o ¿qué aspectos de la cultura mexicana podían ver reflejados en la lectura?
Eso les hizo reflexionar y analizar los diferentes tipos de realidades en México.
Otra estrategia es realizar un debate con el tema expuesto allí: La hermeticidad del mexicano vs el despilfarro del mexicano en la fiesta (tanto el simbólico como el monetario

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Thinking aloud to model how we are solving a problem, the different places we look for information, and how we evaluate information. Also, congrulating them for arriving at a conclusion multiple ways and encouraging multiple answers to a question

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ignite curiosity
model questioning
model research

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Les pido en clase de Historia que entren al salón pensando en la época, vestidos, pensando en las necesidades y vivencias que tuvieron para poder ser más empáticos con las situaciones de ese momento en la clase. Y empiezan las preguntas.
En Español, planeamos preguntas que sean retadoras para crear diálogo o polémica en escritura independiente.

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Clase de Historia.
Los estudiantes regularmente hacen preguntas sobre el tiempo en que se esta hablando dicho periodo de la historia y el que estamos viviendo ahorita. Por ejemplo: ¿Tenían apellidos los hombres de las cuevas? ¿Cómo le iban poniendo el nombre a las cosas? ¿Quién dijo que así se llamaban? ¿ Cómo sabian que las cosas eran llamadas así? ¿Usarían la repetición? Adán y Eva, ¿Que en que periodo de la prehistoria aparecieron? ¿Qué tipo de homínidos eran?

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- Sharing real life examples or problems so students can make their own connections to experiences
- Using the Why? What if? How? questioning as part of our Science Data Cycle
- Encouraging discussions about current topics

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I often get the students to note things that they wonder or questions that they have about a text, picture etc. before they find out more about it.

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En el proyecto que estamos realizando los alumnos investigan datos interesantes sobre un país al que siempre han querido ir. Esto ayuda a que se despierte su curiosidad y que a la vez aprendan ideas que luego van a compartir en clase cuando hagan sus exposiciones. La mayoría de los datos que investigan es información que los demás probablemente aún no conocemos.

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Asking students to predict how and why a character changes over time in our novel study. Allow for voice recordings to promote oral English and perhaps get more detailed responses.

Have students give feedback to other students on story ideas in Google Doc's.

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Science team is working on a strategy to teach students how to make powerful questions using a checklist to improve their own questions.

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We talked in science about evolution and how Darwin was interested in proving his theory.
Students think about how important is to be curious, otherwise we won´t have all those amazing discoveries and important things that makes our life easier.
Everything that exists is because some people made questions that lead them to great discoveries.

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Ask them to explain and justify their thinking/working processes on the assigned projects.

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We can train students by questioning them (probing) and keep questioning them on what would happen if..... To ask them to imagine something.....
They create essential questions about global problems... questions have to be open

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Use personal experiences as examples (my own and students').
Asking questions (not yes or no).
Asking about what they like, why they like it and how they like to do it (specially for GC).
Giving them freedom to work comfortably.

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When answering open response questions Students relate their own experiences to make connections with the content and try to solve them through previos knowledge or experiences.

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Creating a KWL helps students to engage their schema, ask the questions that are relevant to them, and then reflect on their learning.

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I think a starting point is to always answer their questions with questions that make them think about how they could reason their way to the answer to their question.  Another is to pose a student's question to the class and have the class discuss it and come up with the answer.

Real life situations that you have actually used math in are very helpful. Sometimes I pose one to the class and if it takes the class most of the period to solve it that is fine with me.

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Turn & Talk
Think-Share-Pair
Socratic Seminar