Have a look at the chart below:
|
Types of Questions
|
Amount of Times Asked
|
Talk Move
|
Big Idea
|
Both
|
Doesn’t initiate any discussion
|
|
T- Building on
|
49 (16.9%)
|
|
49
|
|
|
|
T- Introduce new strategy that has not been developed
|
14 (4.8%)
|
|
14
|
|
|
|
T- direct teaching
|
27 (9.3%)
|
|
|
|
27
|
|
T- Go Beyond
|
75 (25.8%)
|
|
75
|
|
|
|
T-Compare
|
2 (.68%)
|
|
2
|
|
|
|
T- Initiation- response- evaluation
|
7 (2.4%)
|
|
|
|
7
|
|
T- Interrogation
|
73 (25.2%)
|
23 (31.5%)
|
50 (68.5%)
|
|
|
|
T- question unclear
|
3 (1%)
|
|
|
|
3
|
|
T- Scafolding
|
32 (11%)
|
|
32
|
|
|
|
T- shares strategy
|
8 (2.7%)
|
8
|
|
|
|
|
Total of Questions:
|
290
(49.3%)
|
31 (10%)
|
222 (74%)
|
|
37 (12.8%)
|
|
T- Air Misconceptions
|
27
|
|
|
27
|
|
|
T- answering with another question
|
32
|
|
|
32
|
|
|
T- Echo's students words
|
15
|
15
|
|
|
|
|
T- Letting students just talk
|
9
|
9
|
|
|
|
|
T- Monitoring students
|
22
|
|
22
|
|
|
|
T- no confirmation/ in order to push beyond
|
14
|
|
|
14
|
|
|
T- relate back to context
|
7
|
|
7
|
|
|
|
T- relate to other problems
|
11
|
|
11
|
|
|
|
T- Revoicing
|
39
|
|
|
39
|
|
|
T- Student revoicing
|
5
|
|
|
5
|
|
|
T- Think, Pair, Share
|
19
|
|
|
19
|
|
|
T-Wait Time
|
27
|
|
|
27
|
|
|
T- Checking for understanding
|
71
|
|
|
71
|
|
|
Total of Talk Moves
|
298 (50.7%)
|
24 (8%)
|
40 (13%)
|
234 (78.5%)
|
|
|
Totals altogether
|
588
|
55 (9.4%)
|
262 (44.5%)
|
234 (39.8%)
|
37 (6.3%)
|
The chart is split into two different groups Questions (in black) and Talk moves (in red). I tallied all of them together and in a three week unit I ask or did a total of 588 talk moves/questions. This first of all surprised my that I ask or did so much. Most of the time we often think of teaching as just standing there and lecturing, not getting the student involved. however, that wasn't the most surprising stat. What really got me going was that even though I may have done more talk moves then asked questions the majority of these actions were related to a big idea. I wasn't just trying to get the kids to talk about the subject, I wanted them to articulate a big idea of point in mathematics.
So I ask you to think about your practise. What types of questions are you asking? What are you doing to make your students talk? What is the majority of your time in a unit spent on? Just some things to reflect on.
