As I read this chapter one thing I use in my classroom is about how mistakes are valued and seen as opportunities for students. When we have mistakes we talk about them and then ask those important focusing questions of how did you get that, and why didn't it work. As we have worked on questioning in the past this was just a reminder of how those powerful questions are crucial in promoting understanding. I tell them I will guide you but not tell you the answer to help them take ownership of the process. I do need to have questions ready for my lessons so we stick to the purpose of what my intentions are for my lesson.
An important thing to remember is how mistakes are valued and opportunities to clarify ideas. I like to have students go back and figure out what is wrong and work with a partner to figure ways to rework the problem. It is also important to see that there is more than one way to solve a problem and to look at the thought process. I love to see students think aloud and be able to explain what they are doing. I also liked seeing the difference between funneling and focusing questions clearly explained. It has really helped me to center on focusing questions in my classes and to push them forward in their thinking. After reading this I am very conscious in my classes about hinting at an answer. With my focusing questions I encourage students to figure things out by themselves or discuss them with a partner.
I'm not as apt to use a prompt/cue/question when the student is correct. Students are so quick to change their answer when questioned - it might be better to question them when they are correct. It might make them more comfortable to explaining their thinking.
The explanation between the focusing and the funneling questions cleared up a few things for me. I can see that I use more funneling questions for the student that is struggling more. Maybe I need to start with more focusing questions to allow them to clarify their thinking.
The "aha" moment for me was that I use a lot of prompts and cues in my classroom. I especially do this when we are having a group discussion, like a number talk, and kids are piggy backing off each other's answers. I think I use more funneling questions because I become frustrated when students can't (maybe don't want to in some cases) think about how to solve a mathematical problem. I guess if I change my thinking and have more patience, then I can change students' thinking.
The "aha" from the second half was that I use the focusing questions from 92 during my number talks and bell ringers, but I do need to get better about using them during the actual math lessons. When students are working in groups, I am much better at using these. I think it comes naturally to ask the group because they can support each other. I need to get better when I question them individually during their work and write the questions out, so that I have them in front of me.
The aha from the second half of the chapter was that I do already do some of these things. I love asking kids to revoice what another student has said because it give the student another chance to think about what they said and also gives those that revoice it, a chance to prove their understanding. I also like asking "how do you know" and in the text I like the question, "how would you convince me your answer is correct?" I think that is a great way to question those who answer correctly because it can also help clarification for those who may be confused or misunderstanding.
Often times I think questioning or prompting those that are correct, makes them think, oh I'm wrong. Maybe rephrasing it the prompt to just simply explain their thinking or "explain to me why you think you are correct", could help"
One of my takeaways from this is to be more patient and avoid less funneling questions and to encourage more focusing questions. I can see why funneling questions can limit a student's thinking and I'd be taking away from that. I sometimes use funneling questions, when I see a student really struggling in whole group. Again creating that idea that "mistakes are valued" could also help reduce my worry about student embarrassment. I will focus on saying that more often as well.
As I read about funneling and focusing questions, I saw myself. I really try to answer my students questions with questions, which fits perfectly into the focusing ideas. I just need to be careful to remain patient and not turn it into a different type of funnel question because I think the student/s don't understand how they should answer. They need the time to come up with the answers on their own.
You said that you think students don't understand how they should answer. Could you model this thinking/questioning for them? Perhaps you and Teresa could come up with a script, model it, video tape it. Use it for both 7th and 8th grade classes. Or would you need to do 2 short videos? Or even a what to do vs what not to do?
This may be a simple aha moment, but it is something that I can add to my lessons to help students reach a deeper understanding. CGI problems are always a struggle for my students. It seems as though they just read the question and pick out the numbers and then try an operation. In watching the videos that go along with these chapters, Mr. Santana the sixth grade math teacher, phrases the problem and then has students make a list of what they know and don’t know. I think this is a great way to get all students engaged in the problem and is less intimidating then just trying to complete the problem. Hopefully in their listing of knows or don’t knows-they could gain a better understanding of what operation needs to be done and would attack the problem with confidence.
I also need to improve on my questioning skills. I feel that once a student has a correct answer, I move on. Adding the extra step of questioning “how they got their answer” or “why does that work” will make both of us aware of exactly where the student is at.
I think that could be really helpful to students to process the problems through those questions. Story problems are a great place to inject the practice standards. Which practice standards will they have to use in order to complete the problem?
My aha from the reading is I tend to use the prompt "Does that answer make sense?" when a student is wrong. I should be using it more when a student has the correct answer to see if they can explain their thinking. Another thing I need to do is to be patient when a student is answering a question and not jump in and "put words in their mouth" I need to let them tell me and then have another student rephrase what they said. Another thing I need to be more mindful of is when planning my lesson I should also be planning the questions I want to ask to get at the student learning I want to achieve.
I spend a lot of my time while reading this math book thinking about how I can use/transfer the concepts in my definitely non-math room. I’m not sure why, but I have had more “aha” moments in the math module readings/videos than in the 6-12 Visible Learning Literacy book. I have spent time writing out questions that would be good to use in order to move student thinking forward and even made a handy-dandy chart.
What I need to do is to stop “just thinking or planning” and actually start implementing. My first step needs to be to script/plan places in a week’s worth of lessons where I will use funneling and focusing questions. My second step will be videotaping one class every day for that week. My third step will be conferencing with Sammie to get another perspective. (Thanks, Sammie!)
I had two major aha's from this reading...questioning and mistakes. I find myself writing out the questions that I want to ask as I am planning a lesson. It seems that if I want until I'm teaching they just don't have the right wording, and upon reflection I didn't ask what I wanted to in the beginning. With planning out my questions, I am able to stick to my original goal, and have a better outcome in the end. Mistakes....my belief is that mistakes are proof that you are trying, and without them deeper learning can not happen. FAIL stands for first attempt at learning. Too many times students make a mistake and they are done and stop trying. By trying, trying and trying even more students are able to really understand numbers, dig deeper into WHY they are doing what they are doing, and be able to transfer them to future learning.
I think sometimes as a math teacher, I only find value in the correct answer. I sometimes get caught up in that, and do not allow the students to make mistakes which can be used as learning moments. Over the years with their math classes, I think the students are so afraid of getting things wrong that sometimes it keeps them from even trying because failing and not doing something have been given the same value. "Why waste my time trying to solve something when I can just skip it and get the same score?"
My aha was the focusing and funneling questions. We often think we are asking the correct questions, but then we are just leading the students to what we what them to say, not their understanding. I am going to try and keep track of how many focusing and funneling questions I ask during math. I think that is the first step for me with questioning. One of my other aha's was how much I use prompts and cues in the same aspect as what Trish said above. I think we all use those more than we think!
My aha was also the focusing and funneling questions. I ask lots of funneling questions that lead them to the answer but that isn't really what kinds of questions I need to ask more of. I can see where changing this would push students thinking more.
My “aha” from this chapter was on the focusing and funneling of questions. I have realized that I use a lot of prompts and cues as others have said. One goal for myself is to follow the students thinking rather than think for them by giving them these prompts or cues. As said above, I think I am asking appropriate or correct questions, but am really just leading them to say what I want them to say, not getting their full understanding. I also am going to set a goal for myself to make the students explain their thinking more rather than just saying “Agree, disagree, this is just how I did it.” I think it will really make the students think about their process by being able to justify their answers.
My aha from this chapter was the funneling and focus questions. I will really pay attention and try to avoid those funneling questions. I also agree with Jessica about how mistake are valued. We talk about how much we can learn from mistakes in our room. We also discuss and ask questions about what common mistakes do you see might happen or would be easy to do?
After reading the second half of chapter 3, my aha is making sure to be purposeful in the type of questions used with my students. When planning my math lesson I write the essential question(s) listed for that lesson for when we discuss the why and what we are learning that day. I think Gretchen has a great idea of planning out questions ahead of time to make sure to stay on track with what the students learning outcome is for the lesson. I am going to try that while planning next year. The book and videos give easy examples of different questions that can be used during math instruction.
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ReplyDeleteAs I read this chapter one thing I use in my classroom is about how mistakes are valued and seen as opportunities for students. When we have mistakes we talk about them and then ask those important focusing questions of how did you get that, and why didn't it work. As we have worked on questioning in the past this was just a reminder of how those powerful questions are crucial in promoting understanding. I tell them I will guide you but not tell you the answer to help them take ownership of the process. I do need to have questions ready for my lessons so we stick to the purpose of what my intentions are for my lesson.
ReplyDeleteAn important thing to remember is how mistakes are valued and opportunities to clarify ideas. I like to have students go back and figure out what is wrong and work with a partner to figure ways to rework the problem. It is also important to see that there is more than one way to solve a problem and to look at the thought process. I love to see students think aloud and be able to explain what they are doing. I also liked seeing the difference between funneling and focusing questions clearly explained. It has really helped me to center on focusing questions in my classes and to push them forward in their thinking. After reading this I am very conscious in my classes about hinting at an answer. With my focusing questions I encourage students to figure things out by themselves or discuss them with a partner.
ReplyDeleteI'm not as apt to use a prompt/cue/question when the student is correct. Students are so quick to change their answer when questioned - it might be better to question them when they are correct. It might make them more comfortable to explaining their thinking.
ReplyDeleteThe explanation between the focusing and the funneling questions cleared up a few things for me. I can see that I use more funneling questions for the student that is struggling more. Maybe I need to start with more focusing questions to allow them to clarify their thinking.
The "aha" moment for me was that I use a lot of prompts and cues in my classroom. I especially do this when we are having a group discussion, like a number talk, and kids are piggy backing off each other's answers. I think I use more funneling questions because I become frustrated when students can't (maybe don't want to in some cases) think about how to solve a mathematical problem. I guess if I change my thinking and have more patience, then I can change students' thinking.
ReplyDeleteTrish, I totally agree with you! I am going to write many of the same things!
DeleteIt would be interesting for me (as your coach and especially as a non-math person) to see how you do this in a math class.
DeleteThe "aha" from the second half was that I use the focusing questions from 92 during my number talks and bell ringers, but I do need to get better about using them during the actual math lessons. When students are working in groups, I am much better at using these. I think it comes naturally to ask the group because they can support each other. I need to get better when I question them individually during their work and write the questions out, so that I have them in front of me.
ReplyDeleteCindy, have you practiced doing this since the beginning of the month? How has it gone?
DeleteThe aha from the second half of the chapter was that I do already do some of these things. I love asking kids to revoice what another student has said because it give the student another chance to think about what they said and also gives those that revoice it, a chance to prove their understanding. I also like asking "how do you know" and in the text I like the question, "how would you convince me your answer is correct?" I think that is a great way to question those who answer correctly because it can also help clarification for those who may be confused or misunderstanding.
ReplyDeleteOften times I think questioning or prompting those that are correct, makes them think, oh I'm wrong. Maybe rephrasing it the prompt to just simply explain their thinking or "explain to me why you think you are correct", could help"
One of my takeaways from this is to be more patient and avoid less funneling questions and to encourage more focusing questions. I can see why funneling questions can limit a student's thinking and I'd be taking away from that. I sometimes use funneling questions, when I see a student really struggling in whole group. Again creating that idea that "mistakes are valued" could also help reduce my worry about student embarrassment. I will focus on saying that more often as well.
As I read about funneling and focusing questions, I saw myself. I really try to answer my students questions with questions, which fits perfectly into the focusing ideas. I just need to be careful to remain patient and not turn it into a different type of funnel question because I think the student/s don't understand how they should answer. They need the time to come up with the answers on their own.
ReplyDeleteYou said that you think students don't understand how they should answer. Could you model this thinking/questioning for them? Perhaps you and Teresa could come up with a script, model it, video tape it. Use it for both 7th and 8th grade classes. Or would you need to do 2 short videos? Or even a what to do vs what not to do?
DeleteThis may be a simple aha moment, but it is something that I can add to my lessons to help students reach a deeper understanding. CGI problems are always a struggle for my students. It seems as though they just read the question and pick out the numbers and then try an operation. In watching the videos that go along with these chapters, Mr. Santana the sixth grade math teacher, phrases the problem and then has students make a list of what they know and don’t know. I think this is a great way to get all students engaged in the problem and is less intimidating then just trying to complete the problem. Hopefully in their listing of knows or don’t knows-they could gain a better understanding of what operation needs to be done and would attack the problem with confidence.
ReplyDeleteI also need to improve on my questioning skills. I feel that once a student has a correct answer, I move on. Adding the extra step of questioning “how they got their answer” or “why does that work” will make both of us aware of exactly where the student is at.
I think that could be really helpful to students to process the problems through those questions. Story problems are a great place to inject the practice standards. Which practice standards will they have to use in order to complete the problem?
DeleteMy aha from the reading is I tend to use the prompt "Does that answer make sense?" when a student is wrong. I should be using it more when a student has the correct answer to see if they can explain their thinking. Another thing I need to do is to be patient when a student is answering a question and not jump in and "put words in their mouth" I need to let them tell me and then have another student rephrase what they said. Another thing I need to be more mindful of is when planning my lesson I should also be planning the questions I want to ask to get at the student learning I want to achieve.
ReplyDeleteI spend a lot of my time while reading this math book thinking about how I can use/transfer the concepts in my definitely non-math room. I’m not sure why, but I have had more “aha” moments in the math module readings/videos than in the 6-12 Visible Learning Literacy book. I have spent time writing out questions that would be good to use in order to move student thinking forward and even made a handy-dandy chart.
ReplyDeleteWhat I need to do is to stop “just thinking or planning” and actually start implementing. My first step needs to be to script/plan places in a week’s worth of lessons where I will use funneling and focusing questions. My second step will be videotaping one class every day for that week. My third step will be conferencing with Sammie to get another perspective. (Thanks, Sammie!)
I had two major aha's from this reading...questioning and mistakes.
ReplyDeleteI find myself writing out the questions that I want to ask as I am planning a lesson. It seems that if I want until I'm teaching they just don't have the right wording, and upon reflection I didn't ask what I wanted to in the beginning. With planning out my questions, I am able to stick to my original goal, and have a better outcome in the end.
Mistakes....my belief is that mistakes are proof that you are trying, and without them deeper learning can not happen. FAIL stands for first attempt at learning. Too many times students make a mistake and they are done and stop trying. By trying, trying and trying even more students are able to really understand numbers, dig deeper into WHY they are doing what they are doing, and be able to transfer them to future learning.
I think sometimes as a math teacher, I only find value in the correct answer. I sometimes get caught up in that, and do not allow the students to make mistakes which can be used as learning moments. Over the years with their math classes, I think the students are so afraid of getting things wrong that sometimes it keeps them from even trying because failing and not doing something have been given the same value. "Why waste my time trying to solve something when I can just skip it and get the same score?"
ReplyDeleteMy aha was the focusing and funneling questions. We often think we are asking the correct questions, but then we are just leading the students to what we what them to say, not their understanding. I am going to try and keep track of how many focusing and funneling questions I ask during math. I think that is the first step for me with questioning. One of my other aha's was how much I use prompts and cues in the same aspect as what Trish said above. I think we all use those more than we think!
ReplyDeleteThis is Kari Mahler.....not sure why I can't figure out how to just sign in with my name.....lol
DeleteMy aha was also the focusing and funneling questions. I ask lots of funneling questions that lead them to the answer but that isn't really what kinds of questions I need to ask more of. I can see where changing this would push students thinking more.
ReplyDeleteMy “aha” from this chapter was on the focusing and funneling of questions. I have realized that I use a lot of prompts and cues as others have said. One goal for myself is to follow the students thinking rather than think for them by giving them these prompts or cues. As said above, I think I am asking appropriate or correct questions, but am really just leading them to say what I want them to say, not getting their full understanding. I also am going to set a goal for myself to make the students explain their thinking more rather than just saying “Agree, disagree, this is just how I did it.” I think it will really make the students think about their process by being able to justify their answers.
ReplyDeleteMy aha from this chapter was the funneling and focus questions. I will really pay attention and try to avoid those funneling questions. I also agree with Jessica about how mistake are valued. We talk about how much we can learn from mistakes in our room. We also discuss and ask questions about what common mistakes do you see might happen or would be easy to do?
ReplyDeleteAfter reading the second half of chapter 3, my aha is making sure to be purposeful in the type of questions used with my students. When planning my math lesson I write the essential question(s) listed for that lesson for when we discuss the why and what we are learning that day. I think Gretchen has a great idea of planning out questions ahead of time to make sure to stay on track with what the students learning outcome is for the lesson. I am going to try that while planning next year. The book and videos give easy examples of different questions that can be used during math instruction.
ReplyDelete