https://padlet.com/abelcastro/9178ojbr9e21yvjx Purpose and Key Features Charts en-us 2020-06-10 16:39:25 UTC 2020-10-27 18:15:40 UTC hello@padlet.com abelcastro https://padlet.com/abelcastro/9178ojbr9e21yvjx/wish/621075490

To elicit student’s prior knowledge, experiences, and predictions relevant to the learning goal. 

Engages students in topic of study by setting up a “need” to see whose ideas are better. 

Frames student thinking as a valued resource

Helps students make connections between their own ideas and what they will learn

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Used when a new idea is introduced or any time students are making sense of observations

Phrased in everyday language

Addressed to multiple students

Results in a variety of different student ideas (no one "right answer")

Not accompanied by teacher judgment

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To get more information about a student’s current thinking.

Help teachers learn about students’ ideas, experiences and ways of making sense

Provides information the teacher needs to adapt their instruction to support them in changing their ideas toward more scientific understanding (later)

QUESTION: These purposes are teacher-focused. Are there any benefits of probe questions for students?

Students sharpen their own thinking and learn from each other

Students benefit from hearing others clarify their ideas

Students listen for ideas they agree or disagree with (benefits in terms of debate/academic discourse)

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Used frequently throughout a lesson to follow up on a statement made by a student (can be used with elicit and challenge questions)

Pushes students to give more information or clarify

Builds on ideas already presented by a student

Does not teach new ideas or change student thinking/understanding

Designed to challenge (poke at to get more information) a student's thinking - may be difficult for students

Does not introduce new language or science ideas

Directed toward one student's idea but can be opened up to responses from multiple students

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To help students develop a deeper understanding of science. 

Push students' thinking and get them to reconsider their thinking, make new connections, and/or use new science vocabulary.  

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Used anytime during the lesson except when you are trying to elicit students’ initial ideas and predictions about a science idea/concept

• Easy to ask when there is a content representation or data present (they can draw on this info to figure it out based on evidence they already have) - this is also more equitable (all students can draw upon a common source of evidence)

Requires teacher’s deep understanding of science

Done in a safe environment

Students use science ideas in a meaningful way (not repeating what they memorized)

Encourage students to look for patterns in data and cite evidence, make connections between science ideas, or share their reasoning

Do not lead directly to the right answer

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I am having difficulty understanding how you can address and correct misconceptions to avoid missed opportunities. If students are veering off track like the girl in the video when she refers to a screeching sound during plate movement, how do we ask a question without leading them?

• maintain FQ as central element to bring students back
• make sure they have evidence available to draw upon

Is it important to “label” or distinguish whether a question is a probe or a challenge?

How can we find enough time to question the class in these specific ways when it already seems there is never enough time to cover what we are required to teach?

What are good ways to get a class comfortable with answering challenging questions in front of the class without feeling intimidated and answering “I don’t know?” 

During questioning, how do you keep inattentive (or often absent) students with similar misconceptions that are voiced in class from just connecting to those ideas more strongly?

Noticing from Tyree's reflection: students (and in many cases, teachers) are habituated to being recipients of knowledge (Freire's banking model of education) and focusing on the "right answer".

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