As teachers we must always build upon information and situations our students already know and our comfortable with. In order to add depth and teach our students to think at a deeper level, we must tap into their prior knowledge. As Chapter 9 discusses, developing strategies and following the 6 techniques Lemov mentions in this chapter, the importance of "drawing on and developing knowledge students already have" is important in creating a learning environment that taps into what students know and building on that. Beyond that, implementing the techniques in Chapter 9, such as 'Break it Down', develops critical thinking by taking a bigger general topic and simplifying it in a way that the teacher is able to walk through the students' thinking process while redirecting them towards the correct answer. Questioning techniques is a great tool to use that promotes critical thinking and not allowing students to 'Opt Out' when not knowing the answer, as well as a building block that expands a student's correct answer and continuing their thinking and learning. Overall, the goal as educators is not only to present and teach new information to our students, but more so to imprint the importance of critical thinking that follows them beyond their elementary school years. It is a shame to see how many adults lack common sense and the skill of critical thinking, therefore it is our job as educators to prepare our students with these skill sets they will need for their future.
Ms. Martinez, as I've been teaching these past two years, I have noticed how valuable it is for students to tap into their prior knowledge. As adults we automatically do this without even thinking about it. We may think back to a previous situation to help us problem solve or understand something new. For students sometimes they have to be taught this skill. For example a simple question such as "what do you know about butterflies?" will get their brains thinking about that subject and ready to start that new nonfiction book about butterfly life cycles. Then students will begin to make connections in their minds to what they know, and this is where the critical thinking starts to begin!
Ms. Martinez, I totally agree with you. Students need critical thinking skills during the early stages of learning and much more so in the years that follow. As educators, we are called to model for the students. We need to show them the words to use when thinking critically and use the techniques Lemov describes diligently to help the students identify and learn this skill by presenting one goal at a time.
On a separate note, I expected the final chapters to be more complicated. Instead, I am very happy to see how Lemov redirects the reader to prior techniques that can be combined to make the learning experience much more powerful for the students. As a jr educator, I find this very helpful and motivating.
Something I tell parents that they are usually unaware of is that children need to be taught how to learn. By that, I mean accessing prior knowledge and knowing when and how to apply that knowledge to current discussion, organizing information in the brain, making sense of new information, and so forth. As adults, we often assume that these things come naturally to all people, because they come naturally to us. Many people overlook the fact that they were once taught how to make sense of information. This type of learning occurs in school, and is something that teachers help lead and facilitate.
As a first year teacher I found Lemov's discussion on techniques to establish effective questioning sequences to be very useful. I really liked how Lemov illustrates the concept of questioning using the analogy of a staircase. We should really aim to build steps for our students to learn to think on a deep level without them even necessarily knowing that their ability to analyse and think critically is being developed. By employing the technique "Simple to Complex", we are doing exactly that -- developing their ability to build upon their own knowledge while taking their analytical and thinking skills from simple to complex.
Our students should be able to engage in deeper-level discussions of subject matter through techniques that challenge them to go beyond giving simply a correct answer (i.e."Stretch It"). At the same time, we should exercise lines of questioning that encourage our students not to give up ("No Opt Out").
At Brilla we will instill a culture of not only academic excellence but of strong character, and our success on both fronts will have much to do with our ability to teach critical thinking skills that our students will employ inside but ESPECIALLY outside of the classroom as they grow into teenagers and then adults.
Mr. Martinez, I also liked the analogy of the staircase for what teachers should be aiming for their questioning--simple to complex. I have found that the most effective way to ensure this is by actually putting all those "simple to complex" questions directly in your lesson plan. There is even another step that you can go, which I have found useful for my teaching. Sometimes you don't always need to start your questioning at a "step 1" leveled question(going along with the metaphor) because you students are familiar with the material already. However you should plan those break it down questions to along with that more complex question just in case not all student get it 100%. This helps with pacing since you are not sitting their trying to figure out how to break down a question, it's already in you plan! It sometimes can be a lot of work to plan, but worth it since your students will benefit from it so much.
** Questions are critical components in a classroom ** -Strategic questions are not only essential, but necessary in order to engage the students in solid mastery of complex ideas - If executed correctly, good questions sequence the class more efficiently and challenge students to think critically
5 Distinct Purposes for Questions in Effective Classrooms: 1) To guide students toward understanding when introducing new material -Build knowledge and mastery of a preplanned concept 2) To push students to do a greater share of the thinking Increase the ratio; allow the students to own the information 3) To remediate an error Break down the concept into smaller components 4) To stretch students 5) To check for understanding
One At A Time: By asking one question at a time, the teacher keeps the students focused on a very specific goal or purpose. Try to discipline yourself into only asking one question per student or else you risk the chance of lessening the importance of one of the questions.
Verbatim: If you are going to repeat a question- make sure that you repeat the SAME question. Do not muddle the question/answer by changing it!
Clear and Concise: - Start with a who, what, when, where, why or how in order to receive an appropriate answer. Short responses are hard to follow up on! - Prepare questions in advance in order to know how best to stretch your students knowledge. Also, it may be helpful in preparing who you will ask a certain question. - Assume the answer: “Who can tell me… “ NOT “Can anyone tell me…”
Stock Questions: Ex: Brillante’s sequence of questions allow her to expand on a theme by asking a variation of questions, which she has used over and over in various contexts.
Hit Rate: - Your hit rate should not be 100% unless it is a review!
Ms. Clair I agree with you here. Questions mut be clear and concise. It is essential that the students understand the questions at all times. If the questions are not clear as a teacher you will receive inaccurate data. In the planning process it will pay dividends if you plan clear and concise questions. This will lead to follow-up questions you can pose to students, and it will also allow you to see if students are grasping concepts.
Good Morning Mr. English, I agree that questions must be an essential component of the planning process. I look forward to hearing more of your advice during this summer! Have a great day.
This focuses on additional techniques for questioning and responding to students, which is essential to the classroom. One sentence that stood out at the beginning of this chapter was "Effective questions tend to come in groups that make the whole greater than the sum of the parts, and questioning is the art of sequencing those questions in groups." This is like building steps that will lead to mastery of a topic.
Questioning, thus, can serve 5 distinct purposes in the classroom: -To guide students toward understanding when introducing material: this seems to be an effective way to being a lesson to not only peak interest but also assess pre-knowledge and begin guidance towards the goal. -To push students to do a greater share of the thinking: this is similar to the Ratio technique in that it pushes students to fill in the gaps, not the teacher. -To remediate an error: you can break down an error in thinking about a concept and insert questions into that break down to push in own insight. -To stretch students: by effectively using questions, a teacher can carry out the "stretch it" technique that pushes students who have mastered the concept to the next level. -To check for understanding: this is clearly an appropriate time to ask questions, but it's important to ask questions in the right way (more on this below).
Since question is a complex, multi-faceted art, it is important that questions are asked certain ways to maximize effectiveness. The following techniques show how this can be accomplished:
One at a time: As a teacher (and people in general) it is natural to ask multiple questions in one question. However, it is most effective to simply ask one question at a time. This will avoid confusing the student, and allow every question you have to be answered and allow yourself to follow up on each question (otherwise, if you ask multiple questions, you run the risk of one of them being pushed aside).
Simple to complex: by beginning with simple questions and moving towards more complex ones, you are building confidence in your students and allowing them to take risks in the future while allowing you to really challenge students with difficult questions later in the lesson (don't just start with those questions, as students will probably fail at answering them and lose confidence).
Verbatim: similar to student confidence, it is important that when you ask a question, and upon selecting a student to answer, if you repeat the question it needs to be exactly the same. If it is not, the answer the student prepared is probably not answering the new question and that will discourage future participation.
Clear and concise: By starting with a question word, you are alerting your class that a question is being asked and it allows you to avoid short responses. Limit your questions to 2 clauses (you aren't a college professor) and have the questions prepared in advance (word for word while doing lesson plan). Rather than making a statement, ensure that you ask an actual question, and be sure to assume that someone knows the answer (don't ask, "Can anyone..." as it shows doubt).
Stock questions: Work hard and fast through a sequence of questions to convey an idea, as Brillante's lesson showed. This can't always be used, but when employed, it keeps pace and energy high and is an intellectual workout.
Hit rate: this is the amount of questions students are answering correctly. It shouldn't be 100% because that probably means your questions are not hard enough (unless it's review). And it shouldn't be below 2/3, otherwise your lesson plan is not effective in allowing mastery of material.
In all, questioning plays an important role in a wide variety of techniques discussed earlier in the book. In my opinion, I learn by asking and answering questions, as well as hearing others answer and ask them. I'm a fan of this being the focus of an entire chapter, as it effectively looped questioning back into techniques we have already discussed.
In Chapter 9, Lemov encourages teachers to be disciplined when asking questions and to ask questions effectively in order to develop their students' critical thinking skills. I like the idea of being disciplined and a skilled questioner so that students do not get confused about the topic.
It is important to create a classroom environment in which the students will feel comfortable answering questions. As they develop critical thinking skills they will also feel comfortable asking questions and leading class discussions. \ The "stock questions" technique really resonates with me because students will ask questions. When the teacher serves as the model and initiates the questions the students will also learn critical thinking vocabulary. in addition to the hard work, they will also develop a comfort level which will allow them to ask questions and initiate discussion string during class. This does not strike me as an easy technique but in the example, Ms. Brillante makes it look easy because the questions were preplanned and not made up on the spot.
This is one of the chapters that I have enjoyed the most because it creates excitement in me. I can't wait to hear the students at Brilla formulate questions and develop their critical thinking skills.
Hello Ms. Ortiz~ I am in total agreement with your statement that it is important to create a classroom environment in which the students will feel comfortable answering questions. I can remember my time as a high school student in math class. Unfortunately, that classroom was not one where true learning took place because we were all afraid to ask questions and even more so to answer them(when they were formulated). The class was that way because our teacher did not encourage questions to be asked at all during the lesson to check for understanding. It was a lecture format, for sure.
Hi Ms. Gibson, I had a similar experience with a teacher in high school. These type of teachers promote insecurities and the students inability to reach goals in the classroom. No child should ever have to feel afraid of responding to topic questions or of participating in class discussions. Fortunately, Lemov provides us with great techniques that not only help us develop critical thinking skills in our students but also to help them to see these activities in class as something natural and fun.
Chapter 9~ Challenging Students to Think Critically
In this chapter, Lemov states that questioning can serve at least 5 distinct purposes in effective classrooms. Those purposes are:
1. To guide students toward understanding when introducing material. 2. To push students to do a greater share of the thinking 3. To remediate an error. 4. To stretch students. 5. To check for understanding. Along with Lemov, I, too, believe that questioning is a multifaceted skill that affects almost every part of teaching. Every educator is in a position to teach students how to gather information, evaluate it, screen out distractions and think/answer for themselves. A few general rules of thumb for designing effective questions, no matter the purpose are 1. One At A Time ~ Have only one question in the question 2. Simple to Complex ~ Ask questions that progress from simple to complex. 3. Verbatim (No Bait and Switch)~ If you restate the question before student answers, make sure you are asking the same question. 4. Clear and Concise a. Start with a question word. b. Limit them to two clauses. c. Write them in advance when they matter. d. Ask an actual question. (Why does Pat think so?) e. Assume the answer. (Ask, “Who can tell me…,” not, “Can anyone tell me…” Stock Questions~ Ask one sequence of questions in a row. Ask versions of the same question. 5. Hit Rate~ A hit rate of 100% is not necessarily a good thing unless you are wrapping up a lesson of review. When they get them all right, you need to ask harder questions. On the other hand, a hit rate below 2 out of 3 is a problem because students are not showing mastery. Break it down, No Opt Out, Right is Right/Stretch It, Ratio, and Cold Call are all reinforcements that can and should be used for effective questioning. As a classroom teacher, I definitely incorporated a majority of these techniques when designing effective questions. By using a variety of techniques, I believe that this created a classroom that was conducive to learning and one in where my students were eager to learn.
In chapter 9 of Teach Like a champion Lemov discussed ways to make students think critically. In order to have students think more critically we as educators must pose effective questions. When asking questions to students it is important to have levels of variation in the questioning. It is important to scaffold the questions you ask to the students. In my experience as a teacher, I always had an assortment of questions in my lessons. I would constantly check for understanding as well. That is a key component of questioning. it is essential to ensure that students have a firm understanding of the content being presented. It is also important in the classroom that a teacher put the heavy lifting on the students. The only way this transfer happens, is when their are questions that make the stuents think. The one practice that I incorporated into my own practice, was embedding my questions in my lesson. I would take time to align my questions to the objective then place them into my lesson plan. I pre-planned all my questions and outlined them. This really made me a better teacher, because I was giving myself a roadmap to follow to achieve my end goal. I always wanted to push my students at all times. I would ask them multiple questions to stretch their thinking and also validate their answers. I always wanted to know the how and why and then have students give evidence to support.
Hi Mr. English, I look forward to practicing and preparing strong lesson plans. But I know that I should also expect the unexpected. What if I get nervous on my first try or I make a mistake and do a "bait and switch." What would you recommend so that I can cure the error and get the students back on track without wasting precious time?
Hi Ms Ortiz, I'd like to weigh in on your question about how to correct a bait and switch. I really have to make a conscious effort not to engage in this, because in my gut my basic assumption when rephrasing the question is that I'm making it more accessible to the students who didn't catch it the first time, not confusing the ones who did. I think one possible strategy when it does happen is simply to say "pause. I was unclear. What I want you to answer is..." Inevitably it IS going to happen, so I think developing a cue that you use consistently when it happens, and that your students will come to recognize, is the way to normalize error on the teacher's part in a way that acknowledges the miscue while keeping pacing on track.
In chapter 9 Lemov dives into ways to challenge your students to think critically through questioning. Lemov builds a metaphor around stairs; assembling questioning sequences is like building steps. He points out that “a bigger goal means not bigger steps but more of the same steady, manageable steps.” Before discussing any specific techniques we learn about different purposes questioning can have in a classroom.
1. To guide students toward understanding when introducing material 2. To push students to do a greater share of the thinking 3. To remediate an error 4. To stretch students (“stretch it” technique) 5. To check for understanding
Questioning is naturally rooted in so many other techniques that Lemov discusses throughout the book (e.g. Break It Down); so he uses chapter 9 to discuss “general rules of thumbs” for questioning.
- One At a Time: ask one question at a time - Simple to Complex: ensuring that your questions are scaffolded from simple to more complex students have time to develop their ideas and begin to feel more confident even as the questions get harder because of their ability to answer the initial (simpler) questions - Verbatim: make sure you repeat a question the exact same way you said it the first time (I am guilt of sometimes not doing this!) - Clear and Concise o Start with a question word o Limit them to 2 clauses o Write them in advance when they matter o Ask an actual question (frame it correctly) o Assume the answer (“Who can…?” not “Can anyone…?”) - Stock Questions : similar sequences of questions applied over and over in different settings - Hit Rate: the rate at which your students answer questions (if 100%, time to ask harder questions)
Overall these “rules of thumb” are things teachers need to keep in mind all day as they utilize other Lemov techniques, in order to boost their students’ critical thinking.
As a first year teacher, I really struggled with the concept of economy of language. I'm a talker, especially when I am enthusiastic about something, so I was never really concerned about the idea of scripting questions because I felt that communicating content came naturally. It took watching videos of myself teaching to see what a disservice I was doing to my students this way. What an effort it must have been for them to try to decipher my verbose questions or explanations and try to figure things out! My effectiveness as a teacher really took a positive turn when I started to be more intentional about the words that were coming out of my mouth. "One at a time" was probably the highest leverage technique I tried. It allowed me to be more intentional in thinking through the goal behind each question I asked.
Hi Ms. Kopro, Thank you so much for your honesty. I, too, can be overly descriptive when I am excited about something. Therefore, I feel as though learning to ask "one question at a time" and verbatim questions will be challenging. I look forward to hearing more of your advice in the summer. Thank you!
Agreed! A constant goal of mine when teaching is to focus on less. Have few objectives. Not to over-describe. Simplify. Simplify. Simplify.
As teachers, I think we sometimes want to educate SO much and see learning opportunities all over the place, that sometimes we can over complicate lessons...and unfortunately muddling our prime objective.
One of the arts to teaching, I learned, is ability to facilitate conversation among students, carefully guiding them to a destination, but allowing them to get there on their own. It takes a lot of practice and fine-tuning, but seeing the “ah ha” moment of clarity is a proud moment for my students and me. Facilitating the conversation requires asking the right questions that get students to think deeper. Without giving the answer, asking thought-provoking questions allows students the opportunity to take responsibility in their own learning process. Yes, as teachers, we are actually guiding the learning process, but we also allow kids to discover on their own. This way, they retain more, and I find that they are often proud of what they come up with. However, all questions are not created equal, and these question-asking techniques help us, as guides, formulate the most effective questions that produce more effective outcomes: breaking down questions, asking "who" instead of "can", one and only one question at a time, starting with factual questions, writing important questions and answers in advance, asking the same question verbatim, and always going back to a student who struggled with answering a question to ensure the student understands and learns the answer.
Hi Ms. Wang! I really enjoyed reading your reflection about Chapter 9. I appreciated what you said about "facilitating conversation" and how this can only be productive if students are asked the right questions. It is so true that students need to discover on their own and feel confident in their answers. As teachers we have incredible power to make this happen! Have a great day.
When we think about an enormous amount of information, like a semester’s curriculum, it seems like climbing the pyramids in Egypt. How will we get to the top? Lemov answers that easily as he opens this chapter, “the building process is essentially the same whether there are three steps or three hundred.” The answer is one step at a time, my friends. It’s such a simple and logical interpretation of questioning that should help relieve our stress and guide us on our way to critical thinking.
Key Take Aways:
To push students to do a greater share of the thinking: Although a teacher will many times be tempted to tell the students the answer, we must hold back. Lemov’s explanation reminded me somewhat of a game of Catch Phrase. To those who aren’t familiar, you are trying to describe to your team the word you see in front of you, without telling them the word. This is quite similar to a teacher asking questions to the students to prompt the answer, without telling them the answer. If we as teachers see it more as a game of catch phrase, where the students are learning along the way, we will be more inclined to keep that answer without giving it away easily in order to move on.
To check for understanding: Playing as an ignorant teacher is one of the best ways to engage students. Not only do the scholars find it funny that they “know more than you”, but they are convinced they can prove your ignorant and incorrect answer is wrong. Asking questions that you clearly know are not correct will even throw a little emotion into the lesson. For example, “Oh, so you’re saying 5 + 5 is 9?” The students will immediately shoot that hand in the air with “No, Miss Mann! That’s not correct!” Again, it’s almost a little game that they don’t quite know they are playing.
One At A Time and Verbatim: Yes. Yes. Yes. Yes. Yes. This is something I struggled with AS a student. I would be so confident I knew the answer and then when the teacher asked me again, it was like I was stunned. My mind went numb. Changing the question at the last minute or asking more than one question will hurt you as a teacher. If that student’s confidence is shot, then it will take a while for you to build it back up. This could all be prevented if you use the one question without change. Once you do have that question down verbatim, don’t only use it on one student. Toss that baby around. Keep everyone engaged. Use that cold call to ensure your students are listening to each other. This can even bring some J factor to your classroom if you do it with enthusiasm.
Clear and Concise: A piece of the scripting that I hadn’t thought of until Lemov’s mention was to script your response to their incorrect answer. Preparing for both scenarios can guarantee you will end with a successful result. If you’re not prepared for students to answer incorrectly, you may become flustered or uncertain, in turn giving them the correct answer.
The No Opt Out in this particular situation showed me a different take on accountability. I’m familiar with going back to the student after another student has already stated the answer. In this case, using other students to help the unsure student promotes teamwork and keeps expectations high. .
Lastly, Lemov mentions involving more students. I’ve found that building questions into a conversation will engage all and require them to listen to one another. For example, “So if Katie just told us 5 +5 is 10, then what is 5 + 6, Steven?” This incorporates the cold call, it builds Katie’s confidence while she is still in engaged, and holds all students accountable knowing they are working as a team.
Questions are truly the key to learning. Well done, Lemov.
As teachers we must always build upon information and situations our students already know and our comfortable with. In order to add depth and teach our students to think at a deeper level, we must tap into their prior knowledge.
ReplyDeleteAs Chapter 9 discusses, developing strategies and following the 6 techniques Lemov mentions in this chapter, the importance of "drawing on and developing knowledge students already have" is important in creating a learning environment that taps into what students know and building on that. Beyond that, implementing the techniques in Chapter 9, such as 'Break it Down', develops critical thinking by taking a bigger general topic and simplifying it in a way that the teacher is able to walk through the students' thinking process while redirecting them towards the correct answer. Questioning techniques is a great tool to use that promotes critical thinking and not allowing students to 'Opt Out' when not knowing the answer, as well as a building block that expands a student's correct answer and continuing their thinking and learning.
Overall, the goal as educators is not only to present and teach new information to our students, but more so to imprint the importance of critical thinking that follows them beyond their elementary school years. It is a shame to see how many adults lack common sense and the skill of critical thinking, therefore it is our job as educators to prepare our students with these skill sets they will need for their future.
Ms. Martinez, as I've been teaching these past two years, I have noticed how valuable it is for students to tap into their prior knowledge. As adults we automatically do this without even thinking about it. We may think back to a previous situation to help us problem solve or understand something new. For students sometimes they have to be taught this skill. For example a simple question such as "what do you know about butterflies?" will get their brains thinking about that subject and ready to start that new nonfiction book about butterfly life cycles. Then students will begin to make connections in their minds to what they know, and this is where the critical thinking starts to begin!
DeleteMs. Martinez,
DeleteI totally agree with you. Students need critical thinking skills during the early stages of learning and much more so in the years that follow. As educators, we are called to model for the students. We need to show them the words to use when thinking critically and use the techniques Lemov describes diligently to help the students identify and learn this skill by presenting one goal at a time.
On a separate note, I expected the final chapters to be more complicated. Instead, I am very happy to see how Lemov redirects the reader to prior techniques that can be combined to make the learning experience much more powerful for the students. As a jr educator, I find this very helpful and motivating.
Something I tell parents that they are usually unaware of is that children need to be taught how to learn. By that, I mean accessing prior knowledge and knowing when and how to apply that knowledge to current discussion, organizing information in the brain, making sense of new information, and so forth. As adults, we often assume that these things come naturally to all people, because they come naturally to us. Many people overlook the fact that they were once taught how to make sense of information. This type of learning occurs in school, and is something that teachers help lead and facilitate.
DeleteAs a first year teacher I found Lemov's discussion on techniques to establish effective questioning sequences to be very useful. I really liked how Lemov illustrates the concept of questioning using the analogy of a staircase. We should really aim to build steps for our students to learn to think on a deep level without them even necessarily knowing that their ability to analyse and think critically is being developed. By employing the technique "Simple to Complex", we are doing exactly that -- developing their ability to build upon their own knowledge while taking their analytical and thinking skills from simple to complex.
ReplyDeleteOur students should be able to engage in deeper-level discussions of subject matter through techniques that challenge them to go beyond giving simply a correct answer (i.e."Stretch It"). At the same time, we should exercise lines of questioning that encourage our students not to give up ("No Opt Out").
At Brilla we will instill a culture of not only academic excellence but of strong character, and our success on both fronts will have much to do with our ability to teach critical thinking skills that our students will employ inside but ESPECIALLY outside of the classroom as they grow into teenagers and then adults.
Mr. Martinez, I also liked the analogy of the staircase for what teachers should be aiming for their questioning--simple to complex. I have found that the most effective way to ensure this is by actually putting all those "simple to complex" questions directly in your lesson plan. There is even another step that you can go, which I have found useful for my teaching. Sometimes you don't always need to start your questioning at a "step 1" leveled question(going along with the metaphor) because you students are familiar with the material already. However you should plan those break it down questions to along with that more complex question just in case not all student get it 100%. This helps with pacing since you are not sitting their trying to figure out how to break down a question, it's already in you plan! It sometimes can be a lot of work to plan, but worth it since your students will benefit from it so much.
Delete** Questions are critical components in a classroom **
ReplyDelete-Strategic questions are not only essential, but necessary in order to engage the students in solid mastery of complex ideas
- If executed correctly, good questions sequence the class more efficiently and challenge students to think critically
5 Distinct Purposes for Questions in Effective Classrooms:
1) To guide students toward understanding when introducing new material -Build knowledge and mastery of a preplanned concept
2) To push students to do a greater share of the thinking
Increase the ratio; allow the students to own the information
3) To remediate an error
Break down the concept into smaller components
4) To stretch students
5) To check for understanding
One At A Time:
By asking one question at a time, the teacher keeps the students focused on a very specific goal or purpose. Try to discipline yourself into only asking one question per student or else you risk the chance of lessening the importance of one of the questions.
Verbatim:
If you are going to repeat a question- make sure that you repeat the SAME question. Do not muddle the question/answer by changing it!
Clear and Concise:
- Start with a who, what, when, where, why or how in order to receive an appropriate answer. Short responses are hard to follow up on!
- Prepare questions in advance in order to know how best to stretch your students knowledge. Also, it may be helpful in preparing who you will ask a certain question.
- Assume the answer: “Who can tell me… “ NOT “Can anyone tell me…”
Stock Questions:
Ex: Brillante’s sequence of questions allow her to expand on a theme by asking a variation of questions, which she has used over and over in various contexts.
Hit Rate:
- Your hit rate should not be 100% unless it is a review!
Ms. Clair I agree with you here. Questions mut be clear and concise. It is essential that the students understand the questions at all times. If the questions are not clear as a teacher you will receive inaccurate data. In the planning process it will pay dividends if you plan clear and concise questions. This will lead to follow-up questions you can pose to students, and it will also allow you to see if students are grasping concepts.
DeleteThis comment has been removed by the author.
DeleteGood Morning Mr. English,
DeleteI agree that questions must be an essential component of the planning process. I look forward to hearing more of your advice during this summer! Have a great day.
This focuses on additional techniques for questioning and responding to students, which is essential to the classroom. One sentence that stood out at the beginning of this chapter was "Effective questions tend to come in groups that make the whole greater than the sum of the parts, and questioning is the art of sequencing those questions in groups." This is like building steps that will lead to mastery of a topic.
ReplyDeleteQuestioning, thus, can serve 5 distinct purposes in the classroom:
-To guide students toward understanding when introducing material: this seems to be an effective way to being a lesson to not only peak interest but also assess pre-knowledge and begin guidance towards the goal.
-To push students to do a greater share of the thinking: this is similar to the Ratio technique in that it pushes students to fill in the gaps, not the teacher.
-To remediate an error: you can break down an error in thinking about a concept and insert questions into that break down to push in own insight.
-To stretch students: by effectively using questions, a teacher can carry out the "stretch it" technique that pushes students who have mastered the concept to the next level.
-To check for understanding: this is clearly an appropriate time to ask questions, but it's important to ask questions in the right way (more on this below).
Since question is a complex, multi-faceted art, it is important that questions are asked certain ways to maximize effectiveness. The following techniques show how this can be accomplished:
One at a time: As a teacher (and people in general) it is natural to ask multiple questions in one question. However, it is most effective to simply ask one question at a time. This will avoid confusing the student, and allow every question you have to be answered and allow yourself to follow up on each question (otherwise, if you ask multiple questions, you run the risk of one of them being pushed aside).
Simple to complex: by beginning with simple questions and moving towards more complex ones, you are building confidence in your students and allowing them to take risks in the future while allowing you to really challenge students with difficult questions later in the lesson (don't just start with those questions, as students will probably fail at answering them and lose confidence).
Verbatim: similar to student confidence, it is important that when you ask a question, and upon selecting a student to answer, if you repeat the question it needs to be exactly the same. If it is not, the answer the student prepared is probably not answering the new question and that will discourage future participation.
Clear and concise: By starting with a question word, you are alerting your class that a question is being asked and it allows you to avoid short responses. Limit your questions to 2 clauses (you aren't a college professor) and have the questions prepared in advance (word for word while doing lesson plan). Rather than making a statement, ensure that you ask an actual question, and be sure to assume that someone knows the answer (don't ask, "Can anyone..." as it shows doubt).
Stock questions: Work hard and fast through a sequence of questions to convey an idea, as Brillante's lesson showed. This can't always be used, but when employed, it keeps pace and energy high and is an intellectual workout.
Hit rate: this is the amount of questions students are answering correctly. It shouldn't be 100% because that probably means your questions are not hard enough (unless it's review). And it shouldn't be below 2/3, otherwise your lesson plan is not effective in allowing mastery of material.
In all, questioning plays an important role in a wide variety of techniques discussed earlier in the book. In my opinion, I learn by asking and answering questions, as well as hearing others answer and ask them. I'm a fan of this being the focus of an entire chapter, as it effectively looped questioning back into techniques we have already discussed.
In Chapter 9, Lemov encourages teachers to be disciplined when asking questions and to ask questions effectively in order to develop their students' critical thinking skills. I like the idea of being disciplined and a skilled questioner so that students do not get confused about the topic.
ReplyDeleteIt is important to create a classroom environment in which the students will feel comfortable answering questions. As they develop critical thinking skills they will also feel comfortable asking questions and leading class discussions.
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The "stock questions" technique really resonates with me because students will ask questions. When the teacher serves as the model and initiates the questions the students will also learn critical thinking vocabulary. in addition to the hard work, they will also develop a comfort level which will allow them to ask questions and initiate discussion string during class. This does not strike me as an easy technique but in the example, Ms. Brillante makes it look easy because the questions were preplanned and not made up on the spot.
This is one of the chapters that I have enjoyed the most because it creates excitement in me. I can't wait to hear the students at Brilla formulate questions and develop their critical thinking skills.
Hello Ms. Ortiz~ I am in total agreement with your statement that it is important to create a classroom environment in which the students will feel comfortable answering questions. I can remember my time as a high school student in math class. Unfortunately, that classroom was not one where true learning took place because we were all afraid to ask questions and even more so to answer them(when they were formulated). The class was that way because our teacher did not encourage questions to be asked at all during the lesson to check for understanding. It was a lecture format, for sure.
DeleteHi Ms. Gibson, I had a similar experience with a teacher in high school. These type of teachers promote insecurities and the students inability to reach goals in the classroom. No child should ever have to feel afraid of responding to topic questions or of participating in class discussions. Fortunately, Lemov provides us with great techniques that not only help us develop critical thinking skills in our students but also to help them to see these activities in class as something natural and fun.
DeleteChapter 9~ Challenging Students to Think Critically
ReplyDeleteIn this chapter, Lemov states that questioning can serve at least 5 distinct purposes in effective classrooms. Those purposes are:
1. To guide students toward understanding when introducing material.
2. To push students to do a greater share of the thinking
3. To remediate an error.
4. To stretch students.
5. To check for understanding.
Along with Lemov, I, too, believe that questioning is a multifaceted skill that affects almost every part of teaching. Every educator is in a position to teach students how to gather information, evaluate it, screen out distractions and think/answer for themselves.
A few general rules of thumb for designing effective questions, no matter the purpose are
1. One At A Time ~ Have only one question in the question
2. Simple to Complex ~ Ask questions that progress from simple to complex.
3. Verbatim (No Bait and Switch)~ If you restate the question before student answers, make sure you are asking the same question.
4. Clear and Concise
a. Start with a question word.
b. Limit them to two clauses.
c. Write them in advance when they matter.
d. Ask an actual question. (Why does Pat think so?)
e. Assume the answer. (Ask, “Who can tell me…,” not, “Can anyone tell me…”
Stock Questions~ Ask one sequence of questions in a row. Ask versions of the same question.
5. Hit Rate~ A hit rate of 100% is not necessarily a good thing unless you are wrapping up a lesson of review. When they get them all right, you need to ask harder questions.
On the other hand, a hit rate below 2 out of 3 is a problem because students are not showing mastery.
Break it down, No Opt Out, Right is Right/Stretch It, Ratio, and Cold Call are all reinforcements that can and should be used for effective questioning.
As a classroom teacher, I definitely incorporated a majority of these techniques when designing effective questions. By using a variety of techniques, I believe that this created a classroom that was conducive to learning and one in where my students were eager to learn.
In chapter 9 of Teach Like a champion Lemov discussed ways to make students think critically. In order to have students think more critically we as educators must pose effective questions. When asking questions to students it is important to have levels of variation in the questioning. It is important to scaffold the questions you ask to the students. In my experience as a teacher, I always had an assortment of questions in my lessons. I would constantly check for understanding as well. That is a key component of questioning. it is essential to ensure that students have a firm understanding of the content being presented. It is also important in the classroom that a teacher put the heavy lifting on the students. The only way this transfer happens, is when their are questions that make the stuents think. The one practice that I incorporated into my own practice, was embedding my questions in my lesson. I would take time to align my questions to the objective then place them into my lesson plan. I pre-planned all my questions and outlined them. This really made me a better teacher, because I was giving myself a roadmap to follow to achieve my end goal. I always wanted to push my students at all times. I would ask them multiple questions to stretch their thinking and also validate their answers. I always wanted to know the how and why and then have students give evidence to support.
ReplyDeleteHi Mr. English,
DeleteI look forward to practicing and preparing strong lesson plans. But I know that I should also expect the unexpected. What if I get nervous on my first try or I make a mistake and do a "bait and switch." What would you recommend so that I can cure the error and get the students back on track without wasting precious time?
Hi Ms Ortiz, I'd like to weigh in on your question about how to correct a bait and switch. I really have to make a conscious effort not to engage in this, because in my gut my basic assumption when rephrasing the question is that I'm making it more accessible to the students who didn't catch it the first time, not confusing the ones who did. I think one possible strategy when it does happen is simply to say "pause. I was unclear. What I want you to answer is..." Inevitably it IS going to happen, so I think developing a cue that you use consistently when it happens, and that your students will come to recognize, is the way to normalize error on the teacher's part in a way that acknowledges the miscue while keeping pacing on track.
DeleteIn chapter 9 Lemov dives into ways to challenge your students to think critically through questioning. Lemov builds a metaphor around stairs; assembling questioning sequences is like building steps. He points out that “a bigger goal means not bigger steps but more of the same steady, manageable steps.” Before discussing any specific techniques we learn about different purposes questioning can have in a classroom.
ReplyDelete1. To guide students toward understanding when introducing material
2. To push students to do a greater share of the thinking
3. To remediate an error
4. To stretch students (“stretch it” technique)
5. To check for understanding
Questioning is naturally rooted in so many other techniques that Lemov discusses throughout the book (e.g. Break It Down); so he uses chapter 9 to discuss “general rules of thumbs” for questioning.
- One At a Time: ask one question at a time
- Simple to Complex: ensuring that your questions are scaffolded from simple to more complex students have time to develop their ideas and begin to feel more confident even as the questions get harder because of their ability to answer the initial (simpler) questions
- Verbatim: make sure you repeat a question the exact same way you said it the first time (I am guilt of sometimes not doing this!)
- Clear and Concise
o Start with a question word
o Limit them to 2 clauses
o Write them in advance when they matter
o Ask an actual question (frame it correctly)
o Assume the answer (“Who can…?” not “Can anyone…?”)
- Stock Questions : similar sequences of questions applied over and over in different settings
- Hit Rate: the rate at which your students answer questions (if 100%, time to ask harder questions)
Overall these “rules of thumb” are things teachers need to keep in mind all day as they utilize other Lemov techniques, in order to boost their students’ critical thinking.
As a first year teacher, I really struggled with the concept of economy of language. I'm a talker, especially when I am enthusiastic about something, so I was never really concerned about the idea of scripting questions because I felt that communicating content came naturally. It took watching videos of myself teaching to see what a disservice I was doing to my students this way. What an effort it must have been for them to try to decipher my verbose questions or explanations and try to figure things out! My effectiveness as a teacher really took a positive turn when I started to be more intentional about the words that were coming out of my mouth. "One at a time" was probably the highest leverage technique I tried. It allowed me to be more intentional in thinking through the goal behind each question I asked.
ReplyDeleteHi Ms. Kopro,
DeleteThank you so much for your honesty. I, too, can be overly descriptive when I am excited about something. Therefore, I feel as though learning to ask "one question at a time" and verbatim questions will be challenging. I look forward to hearing more of your advice in the summer.
Thank you!
Agreed! A constant goal of mine when teaching is to focus on less. Have few objectives. Not to over-describe. Simplify. Simplify. Simplify.
DeleteAs teachers, I think we sometimes want to educate SO much and see learning opportunities all over the place, that sometimes we can over complicate lessons...and unfortunately muddling our prime objective.
One of the arts to teaching, I learned, is ability to facilitate conversation among students, carefully guiding them to a destination, but allowing them to get there on their own. It takes a lot of practice and fine-tuning, but seeing the “ah ha” moment of clarity is a proud moment for my students and me. Facilitating the conversation requires asking the right questions that get students to think deeper. Without giving the answer, asking thought-provoking questions allows students the opportunity to take responsibility in their own learning process. Yes, as teachers, we are actually guiding the learning process, but we also allow kids to discover on their own. This way, they retain more, and I find that they are often proud of what they come up with. However, all questions are not created equal, and these question-asking techniques help us, as guides, formulate the most effective questions that produce more effective outcomes: breaking down questions, asking "who" instead of "can", one and only one question at a time, starting with factual questions, writing important questions and answers in advance, asking the same question verbatim, and always going back to a student who struggled with answering a question to ensure the student understands and learns the answer.
ReplyDeleteHi Ms. Wang!
DeleteI really enjoyed reading your reflection about Chapter 9. I appreciated what you said about "facilitating conversation" and how this can only be productive if students are asked the right questions. It is so true that students need to discover on their own and feel confident in their answers. As teachers we have incredible power to make this happen! Have a great day.
When we think about an enormous amount of information, like a semester’s curriculum, it seems like climbing the pyramids in Egypt. How will we get to the top? Lemov answers that easily as he opens this chapter, “the building process is essentially the same whether there are three steps or three hundred.” The answer is one step at a time, my friends. It’s such a simple and logical interpretation of questioning that should help relieve our stress and guide us on our way to critical thinking.
ReplyDeleteKey Take Aways:
To push students to do a greater share of the thinking: Although a teacher will many times be tempted to tell the students the answer, we must hold back. Lemov’s explanation reminded me somewhat of a game of Catch Phrase. To those who aren’t familiar, you are trying to describe to your team the word you see in front of you, without telling them the word. This is quite similar to a teacher asking questions to the students to prompt the answer, without telling them the answer. If we as teachers see it more as a game of catch phrase, where the students are learning along the way, we will be more inclined to keep that answer without giving it away easily in order to move on.
To check for understanding: Playing as an ignorant teacher is one of the best ways to engage students. Not only do the scholars find it funny that they “know more than you”, but they are convinced they can prove your ignorant and incorrect answer is wrong. Asking questions that you clearly know are not correct will even throw a little emotion into the lesson. For example, “Oh, so you’re saying 5 + 5 is 9?” The students will immediately shoot that hand in the air with “No, Miss Mann! That’s not correct!” Again, it’s almost a little game that they don’t quite know they are playing.
One At A Time and Verbatim: Yes. Yes. Yes. Yes. Yes. This is something I struggled with AS a student. I would be so confident I knew the answer and then when the teacher asked me again, it was like I was stunned. My mind went numb. Changing the question at the last minute or asking more than one question will hurt you as a teacher. If that student’s confidence is shot, then it will take a while for you to build it back up. This could all be prevented if you use the one question without change. Once you do have that question down verbatim, don’t only use it on one student. Toss that baby around. Keep everyone engaged. Use that cold call to ensure your students are listening to each other. This can even bring some J factor to your classroom if you do it with enthusiasm.
Clear and Concise: A piece of the scripting that I hadn’t thought of until Lemov’s mention was to script your response to their incorrect answer. Preparing for both scenarios can guarantee you will end with a successful result. If you’re not prepared for students to answer incorrectly, you may become flustered or uncertain, in turn giving them the correct answer.
The No Opt Out in this particular situation showed me a different take on accountability. I’m familiar with going back to the student after another student has already stated the answer. In this case, using other students to help the unsure student promotes teamwork and keeps expectations high. .
Lastly, Lemov mentions involving more students. I’ve found that building questions into a conversation will engage all and require them to listen to one another. For example, “So if Katie just told us 5 +5 is 10, then what is 5 + 6, Steven?” This incorporates the cold call, it builds Katie’s confidence while she is still in engaged, and holds all students accountable knowing they are working as a team.
Questions are truly the key to learning. Well done, Lemov.