2. Effective Questioning
and Response Strategies
(Just the FACTs)
(Formative Assessment Classroom
Techniques)
Peg Christensen - Heartland AEA
Much of the information in this presentation is adapted from the September 15, 2008 Every
Learner Inquires presentation done by Joyce Tugel - Maine Mathematics and Science
Alliance
3. Purpose of this session:
Examine the role that “strategies to
improve questioning and responses”
play in uncovering students’ ideas
Explore techniques and strategies we
can use to improve teacher and student
questioning and responses
4. Breaking Free From I-R-E
(Initiate-Respond-Evaluate)
Two or Three Before Me - pp. 206-207
Popsicle Sticks or Index Cards
(Poker
Chip - Judy Rex) - pp. 158-159
No Hands Questioning - pp. 140-142
Answer a Question - Ask a Question
Volleyball - Not Ping Pong! - pp. 211-213
5. The FACTs
(Formative Assessment Classroom
Techniques - to Improve Questioning and
Responses)
Explanation Analysis
Fact First Questioning
Fishbowl Think Aloud
Guided Reciprocal Peer Questioning
Juicy Questions
No-Hands Questioning
Partner Speaks
Pass the Question
Popsicle Stick or Index Card
8. All Students Response
Strategies- Public
Sticky Bars - pp. 178-180
“Clickers” (Performance Response System)
Commit and Toss - pp. 65-68
Exit Passes/Ticket Out the
Door - pp. 197-199 (Three-Two-One)
9. Cultivating students’ role in
quality questioning
Inviting students to elaborate
or “piggy back”
Encouraging student-student
interactions
Teaching students to
formulate questions (See
Mark Walker document) –
Starting on p. 68
10. Activating students as
owners of their learning-
METACOGNITION
Self-Assessment of Understanding - e.g. I
used to Think . . . but Now I Know - Think-
Pair-Share – pp. 192-193
Traffic Light Cards - Red, Yellow, Green –
pp. 199-201
Traffic Light Cups – pp. 201 -202
Traffic Light Pairings
Stop/Go Cards
Traffic Light Dots - Red/Green Discs/Dots –
pp.203-204
11. In Summary
Ask fewer low-level questions
Ask more thought-provoking
questions
Use questions to probe and extend
thinking
Vary the ways in which you want
students to respond to your
questions
Provide wait time