Reflection on Understanding & Questioning
This semester I learned more about the value of questioning and the different types than ever before. All the questions we learned how to ask are those of value to gauge the student's understanding of a concept. Struggling students need to be asked guided questions, all students can be asked questions regarding conceptual understanding, and then students who really get the concept can be asked questions for deep learning. When students cannot quite answer the questions about conceptual understanding, they can be asked questions for struggling students such as "what do we know?" and "what is the problem asking for us to find?". When students are showing a solid understanding in the concept, they can be asked questions for deeper learning. I learned the importance of asking guiding questions, not leading questions. If you ask students questions to guide them, they will be able to explain their thinking and show their understanding of a concept to you. If you ask students questions that will lead them, they will not develop as much of an understanding because they can't express why they know what to do- they will just do what you ask if they are given an option. The types of questions must be to facilitate deeper understanding in the students and they must create connections between concepts.
Different questions serve different purposes. While doing NAEP work, I learned that questioning is important because you can gauge where the student is as far as understanding goes. You can see where they need more support in developing understanding of a concept and what parts they are grasping. This happens because you can ask students "why did you do this" talking about a certain step in solving a problem or "how did you determine to use this method" or even, "are you sure about that?" to question them and questioning their work will make them think and allow them to explain why what they did was correct based on the concepts they know. While doing the lesson plan and learning segment, I learned that there are different questions you need for guiding the students and they range from students who are struggling to students who are ready to deepen their understanding of the concept or be introduced to a more complex concept. These all serve a purpose because they can guide students to a deeper understanding they lack or they can make the teacher know that they understand a given concept. There are also questions that teachers can ask to deepen understanding and create a more complex problem based on what they were originally given.
Students will want to know the concept of a problem if they anticipate being asked questions. They will want to be able to share their answer and share their work if they know they are going to be called on. We as teachers also need to anticipate student thinking. They may take an approach to answering a problem that is not entirely accurate so with questions, we can redirect them.
In multiple video blogs we watched, the teachers facilitated conversation and asked questions. In each video, the teachers searched for true understanding from students instead of what they got for an answer. This is one of the most important things I learned this semester. Asking students questions can allow them to show their understanding of a concept much better than simply asking them for answers. Anybody can follow a formula or recipe to answer a question when it is provided, but memorization and knowing formulas is not how students further their knowledge of mathematics. They must be able to explain concepts and different phenomena provided to them in class.
Different questions serve different purposes. While doing NAEP work, I learned that questioning is important because you can gauge where the student is as far as understanding goes. You can see where they need more support in developing understanding of a concept and what parts they are grasping. This happens because you can ask students "why did you do this" talking about a certain step in solving a problem or "how did you determine to use this method" or even, "are you sure about that?" to question them and questioning their work will make them think and allow them to explain why what they did was correct based on the concepts they know. While doing the lesson plan and learning segment, I learned that there are different questions you need for guiding the students and they range from students who are struggling to students who are ready to deepen their understanding of the concept or be introduced to a more complex concept. These all serve a purpose because they can guide students to a deeper understanding they lack or they can make the teacher know that they understand a given concept. There are also questions that teachers can ask to deepen understanding and create a more complex problem based on what they were originally given.
Students will want to know the concept of a problem if they anticipate being asked questions. They will want to be able to share their answer and share their work if they know they are going to be called on. We as teachers also need to anticipate student thinking. They may take an approach to answering a problem that is not entirely accurate so with questions, we can redirect them.
In multiple video blogs we watched, the teachers facilitated conversation and asked questions. In each video, the teachers searched for true understanding from students instead of what they got for an answer. This is one of the most important things I learned this semester. Asking students questions can allow them to show their understanding of a concept much better than simply asking them for answers. Anybody can follow a formula or recipe to answer a question when it is provided, but memorization and knowing formulas is not how students further their knowledge of mathematics. They must be able to explain concepts and different phenomena provided to them in class.
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