Leading the process of examining student work is most successful when the facilitator is clear on the focusing question(s), probes deeply until consensus is reached, is respectful of participant's input, and keeps the discussion focused.
The process is moved forward by a series of clarifying and probing questions. Clarifying questions usually ask for additional information so that the questioner can better understand the process.
- What did you think students needed to respond for you to say they were proficient?
Probing questions usually ask for more reflective responses from the presenter. They are intended to provide the presenter with the opportunity to reflect more deeply about the topic.
- Why did you think this was not a proficient response?
- What can you infer the student knew when he said, "……"?
- What questions will you ask the student to better understand what she really knows?
- What will you need to do next instructionally with your class?
Participants might need to be reminded that when they ask a question with an answer in mind, they are not asking a probing question. The probing question is used to solicit the responders thinking.