TINavigator Step

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TI-Navigator Step 2How To Ask the Right
Questions

• Presented by Brenda Lynch
• Montgomery High School
• Montgomery, Texas
• blynch_at_misd.org

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Tell 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
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TI-Navigator

• It is all about the
• QUESTIONS
• you ask!!!

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Bloom's Taxonomy of Questions
Lowest Level KNOWLEDGE What are the three
causes of...?
http//www.residentteachers.com/Others/MMC/Questio
ning20Techniques.pdf
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Bloom's Taxonomy of Questions
Second Level COMPREHENSION What can you
conclude...?
http//www.residentteachers.com/Others/MMC/Questio
ning20Techniques.pdf
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Bloom's Taxonomy of Questions
Level Three APPLICATION What would happen
if...?
http//www.residentteachers.com/Others/MMC/Questio
ning20Techniques.pdf
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Bloom'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
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Bloom'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
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Bloom'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
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TI-Navigator
Using SCREEN CAPTURE for immediate assessment.
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Screen 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.
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Screen 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?)

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Screen Capture helps to
Show checks Substitution Using STO
button Boolean Check Graphing Tables
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Screen 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?
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When using Screen Capture
AVOID the use of the words Your answer is
RIGHT. or Your answer is WRONG.
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TI-Navigator

• Using
• Activity Center
• to encourage class participation.

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Activity 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

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Activity 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.

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Activity 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.

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Activity Center is all about active learning!
Demonstrating Understanding Match the
picture! Bridge Rainbow Basketball Arch
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When students submit lines, they only come in
white. This picture is too light. Therefore,
plan ahead when taking pictures to use.
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Great picture because the dump truck is black. It
also provides intersecting lines.
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Request 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!!!
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TI-Navigator

• Using
• QUICK POLL
• in the lesson cycle.

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Quick Poll can be used for

• Gathering information
• Are you ready for tomorrows test?
• Yes/No

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Quick Poll can be used for

• Assessing Previous Knowledge
• Slope is
• Open Response

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Quick Poll can be used for
Practice for State Testing Show work for
warm-up in your binder and record your answer
here. Multiple Choice
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Quick 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
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Quick 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
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TI-Navigator
Using LEARN CHECK for immediate assessment.
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Learn 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.
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Learn 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
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Learn 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?

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The POWER of the TI-Navigator is in the
questions you ask!!!
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Socratic 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
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Socratic 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?

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Socratic 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 ... ?

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Socratic 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?

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Socratic 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?

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Socratic 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?

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Socratic 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?

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A 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