Title: TINavigator Step
1TI-Navigator Step 2How To Ask the Right
Questions
- Presented by Brenda Lynch
- Montgomery High School
- Montgomery, Texas
- blynch_at_misd.org
2Tell me, and I'll listen.Show me, and I'll
understand. Involve me, and I'll learn.Lakota
Indian saying
http//www.residentteachers.com/Others/MMC/Questio
ning20Techniques.pdf
3TI-Navigator
- It is all about the
- QUESTIONS
- you ask!!!
4Bloom's Taxonomy of Questions
Lowest Level KNOWLEDGE What are the three
causes of...?
http//www.residentteachers.com/Others/MMC/Questio
ning20Techniques.pdf
5Bloom's Taxonomy of Questions
Second Level COMPREHENSION What can you
conclude...?
http//www.residentteachers.com/Others/MMC/Questio
ning20Techniques.pdf
6Bloom's Taxonomy of Questions
Level Three APPLICATION What would happen
if...?
http//www.residentteachers.com/Others/MMC/Questio
ning20Techniques.pdf
7Bloom's Taxonomy of Questions
Level Four ANALYSIS What are the strengths
and weakness of...? How is related to ?
http//www.residentteachers.com/Others/MMC/Questio
ning20Techniques.pdf
8Bloom's Taxonomy of Questions
Level Five SYNTHESIS What would be your
treatment or approach...? What would you do
if?
http//www.residentteachers.com/Others/MMC/Questio
ning20Techniques.pdf
9Bloom's Taxonomy of Questions
Highest Level EVALUATION For what reason
would you favor...? Why do you agree or
disagree with ?
http//www.residentteachers.com/Others/MMC/Questio
ning20Techniques.pdf
10TI-Navigator
Using SCREEN CAPTURE for immediate assessment.
11Screen Capture helps to
Check student progress This is the most common
use. Most teachers use this feature to make
sure that each student is on task.
12Screen Capture allows students to
Demonstrate understanding Graph a line with
positive slope in Y1. Now graph a parallel line
in Y2. Lets look at what you have. Ask
QUESTIONS! (Same? Different? Thinking? What if?)
13Screen Capture helps to
Show checks Substitution Using STO
button Boolean Check Graphing Tables
14Screen Capture helps to
Create class discussion ASK QUESTIONS What
would the next step look like? Same answer, but
different work why? Why are these
different? What might this person be thinking?
15When using Screen Capture
AVOID the use of the words Your answer is
RIGHT. or Your answer is WRONG.
16TI-Navigator
- Using
- Activity Center
- to encourage class participation.
17Activity Center is all about active learning!
- Use it to develop vocabulary.
- Put your point on the x-axis, y-axis, origin,
quadrant 1, etc. - Quadratics create axis of symmetry, identify
roots, solutions, vertex, intercepts, etc
18Activity Center is all about active learning!
- Use it to clarify understanding.
- Pick a point where your x and y are the same
number. What shape? What equation? Now y-x, any
point with x3, now y-1. What is equation? - Inequalities shading
- Transformations
- Slope If this is yx, place point on y2x.
19Activity Center is all about active learning!
- Prioritize use of class time.
- Post answers to the homework.
- Have students submit a LIST of the problems they
missed. Allow a 0 for those that need nothing. - Display the FREQUNCY PLOT of the students
answers. - Use this information to go through the most
pressing issues before time runs out.
20Activity Center is all about active learning!
Demonstrating Understanding Match the
picture! Bridge Rainbow Basketball Arch
21When students submit lines, they only come in
white. This picture is too light. Therefore,
plan ahead when taking pictures to use.
22Great picture because the dump truck is black. It
also provides intersecting lines.
23Request a digital camera!
This is the part of class where you can plan
ahead and have the students submit pictures of
real world examples of lines, parabolas,
polygons, etc. Then, plan to use them in your
lessons!!!
24TI-Navigator
- Using
- QUICK POLL
- in the lesson cycle.
25Quick Poll can be used for
- Gathering information
- Are you ready for tomorrows test?
- Yes/No
26Quick Poll can be used for
- Assessing Previous Knowledge
- Slope is
- Open Response
27Quick Poll can be used for
Practice for State Testing Show work for
warm-up in your binder and record your answer
here. Multiple Choice
28Quick Poll can be used to
Determine Students Confidence with the
Lesson I am feeling confident about the
material covered in todays lesson. Agree/Disagre
e
29Quick Poll can be used to
Record Grades Submit your grade on homework
from page 23 2-20 even. Get Input from
Class Please start tomorrows lesson with ...
or If I could change anything about today's
lesson it would be? Open Response
30TI-Navigator
Using LEARN CHECK for immediate assessment.
31Learn Check is used for
Formal Assessment This requires some
PRE-planning. These assignments can be created
without the entire system being turned
on. Many of these are available at
www.education.ti.com.
32Learn Check provides
A variety of types of questions Text and
image True / False Custom Multiple Choice Choices
on Images Fill in the Blank Open
Response Sequences
33Learn Check provides
- Opportunities for higher level questioning
- Use the OPEN RESPONSE and POWER POINT
PRESENTATION features to give students an
opportunity to lead the discussions in class. - What would have to change in the equation of a
circle to make it into the equation of an
ellipse? - How are pyramids and prisms similar? Different?
- What does a student need to know before they can
graph a line?
34The POWER of the TI-Navigator is in the
questions you ask!!!
35Socratic Questions
- Socrates was one of the greatest educators who
taught by asking questions and thus drawing out
answers from his pupils. Sadly, he martyred
himself by drinking hemlock rather than
compromise his principles. Bold, but not a good
survival strategy. But then he lived very
frugally and was known for his eccentricity. His
pupils, by the way, include Plato and Aristotle. - Here are the six types of questions that Socrates
asked his pupils. Probably often to their initial
annoyance but more often to their ultimate
delight. He was a man of remarkable integrity and
his story makes for marvelous reading. - The overall purpose, by the way, is to challenge
accuracy and completeness of thinking in a way
that acts to move people towards their ultimate
goal.
http//changingminds.org/techniques/questioning/so
cratic_questions.htm
36Socratic Questions
- Conceptual clarification questions
- Get them to think more about what exactly they
are asking or thinking about. Prove the concepts
behind their argument. Basic 'tell me more'
questions that get them to go deeper. - Why are you saying that?
- What exactly does this mean?
- How does this relate to what we have been talking
about? - What is the nature of ...?
- What do we already know about this?
- Can you give me an example?
- Are you saying ... or ... ?
- Can you rephrase that, please?
37Socratic Questions
- Probing assumptions
- Probing of assumptions makes them think about the
presuppositions and unquestioned beliefs on which
they are founding their argument. This is shaking
the bedrock and should get them really going! - What else could we assume?
- You seem to be assuming ... ?
- How did you choose those assumptions?
- Please explain why/how ... ?
- How can you verify or disprove that assumption?
- What would happen if ... ?
- Do you agree or disagree with ... ?
38Socratic Questions
- Probing rationale, reasons and evidence
- When they give a rationale for their arguments,
dig into that reasoning rather than assuming it
is a given. People often use un-thought-through
or weakly understood supports for their
arguments. - Why is that happening?
- How do you know this?
- Show me ... ?
- Can you give me an example of that?
- What do you think causes ... ?
- What is the nature of this?
- Are these reasons good enough?
- How might it be refuted?
- How can I be sure of what you are saying?
- Why is ... happening?
- What evidence is there to support what you are
saying? - On what authority are you basing your argument?
39Socratic Questions
- Questioning viewpoints and perspectives
- Most arguments are given from a particular
position. So attack the position. Show that there
are other, equally valid, viewpoints. - Another way of looking at this is ..., does this
seem reasonable? - What alternative ways of looking at this are
there? - Why it is ... necessary?
- Who benefits from this?
- What is the difference between... and...?
- Why is it better than ...?
- What are the strengths and weaknesses of...?
- How are ... and ... similar?
- What would ... say about it?
- What if you compared ... and ... ?
- How could you look another way at this?
40Socratic Questions
- Probe implications and consequences
- The argument that they give may have logical
implications that can be forecast. Do these make
sense? Are they desirable? - Then what would happen?
- What are the consequences of that assumption?
- How could ... be used to ... ?
- How does ... fit with what we learned before?
- What are the implications of ... ?
- How does ... affect ... ?
- Why is ... important?
- What is the best ... ? Why?
41Socratic Questions
- Questions about the question
- And you can also get reflexive about the whole
thing, turning the question in on itself. Use
their attack against themselves. Bounce the ball
back into their court. - What was the point of asking that question?
- Why do you think I asked this question?
- What does that mean?
42A few last quick tips
- Ask open-ended questions that require new
insight. - Give the students time to think. Wait for them
and be careful to not answer your own questions. - Allow students to ask you questions. Then answer
them adequately and respectfully. - Listen to the students as they ask you questions.
This will communicate acceptance and model the
response you expect from them.
http//honolulu.hawaii.edu/intranet/committees/Fac
DevCom/guidebk/teachtip/askquest.htm