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

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