Is there evertimes whentelling is moreeffective thanquestioning?Describe what thearticle says aboutwhen it is moreeffective to usequestions ortelling to supportstudent thinkingWhat is thepurpose ofquestions in thefirst part of aninquiry lesson?What are someexamples ofeffective questionsfor the "Workingon it" stage of thelesson?How doeslistening tostudent thinkingessential foreffectivequestioning?Describe howone of the 8 tipsfor effectivequestions couldhelp to teachmore effectivelyHow can the threequestion-generating ideashelp identify if aquestion will beeffective?Talk aboutwhich of the 8tips resonatesmost withyou?What connectionsdo you seebetween the 8 tipsand the 5 talkmoves from lastsession?Which of the 8tips would yousuggest a newteacher tryfirst? Why?Describe anactivity youcould try tocreate effectivequestionsbefore teachingWhy is planningquestions inadvance a goodidea forteaching math?How do youknow if aquestion iseffective forstudentlearning?How caneffectivequestions helpin the last stageof an inquirylesson?How doesfocusing on thelearning goal andbig math ideasguide effectivequestioning?Is there evertimes whentelling is moreeffective thanquestioning?Describe what thearticle says aboutwhen it is moreeffective to usequestions ortelling to supportstudent thinkingWhat is thepurpose ofquestions in thefirst part of aninquiry lesson?What are someexamples ofeffective questionsfor the "Workingon it" stage of thelesson?How doeslistening tostudent thinkingessential foreffectivequestioning?Describe howone of the 8 tipsfor effectivequestions couldhelp to teachmore effectivelyHow can the threequestion-generating ideashelp identify if aquestion will beeffective?Talk aboutwhich of the 8tips resonatesmost withyou?What connectionsdo you seebetween the 8 tipsand the 5 talkmoves from lastsession?Which of the 8tips would yousuggest a newteacher tryfirst? Why?Describe anactivity youcould try tocreate effectivequestionsbefore teachingWhy is planningquestions inadvance a goodidea forteaching math?How do youknow if aquestion iseffective forstudentlearning?How caneffectivequestions helpin the last stageof an inquirylesson?How doesfocusing on thelearning goal andbig math ideasguide effectivequestioning?

Asking effective questions - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. Is there ever times when telling is more effective than questioning?
  2. Describe what the article says about when it is more effective to use questions or telling to support student thinking
  3. What is the purpose of questions in the first part of an inquiry lesson?
  4. What are some examples of effective questions for the "Working on it" stage of the lesson?
  5. How does listening to student thinking essential for effective questioning?
  6. Describe how one of the 8 tips for effective questions could help to teach more effectively
  7. How can the three question-generating ideas help identify if a question will be effective?
  8. Talk about which of the 8 tips resonates most with you?
  9. What connections do you see between the 8 tips and the 5 talk moves from last session?
  10. Which of the 8 tips would you suggest a new teacher try first? Why?
  11. Describe an activity you could try to create effective questions before teaching
  12. Why is planning questions in advance a good idea for teaching math?
  13. How do you know if a question is effective for student learning?
  14. How can effective questions help in the last stage of an inquiry lesson?
  15. How does focusing on the learning goal and big math ideas guide effective questioning?