Coaching Cadre Breathitt/Jackson Ind./Estill

1. Coaching CadreBreathitt/Jackson Ind./Estill Breathitt County Central Office January 28, 2012

2. How can quality questioning transform Classrooms? Reference for all slides in power point: Quality Questioning: Research-Based Practice to Engage Every Learner (Jackie Acree Walsh & Beth DankertSattes)

3. Focus Questions • How can effective questioning help transform a traditional, teacher-centered classroom into a student-centered, inquiry-oriented community of learners? • What are the connections between quality questions and student learning and achievement? • Why are there gaps between what we know about effective questioning and what we do in classrooms?

4. Random thoughts  • Whether the students are working independently or working in small groups, effective questioning can take the class to new heights. Take time to allow students to “think” and formulate responses. The goal is for students to generate content related questions instead of all questions coming from the teacher. Often, questioning reveals student misconceptions. We want all students to feel comfortable demonstrating their level of understanding and develop the ability to formulate their own questions to guide their learning. We need a classroom climate that fosters the idea that there may be more than one way to solve a problem and we all have something to offer when it comes to the class discussion. Even if a student is “incorrect”, important misconceptions can be uncovered and discussed. It is powerful when these conversations are student driven.

5. Research about Current Practice and Implications for Change • Teachers ask many questions. • Most teacher questions are at the lowest cognitive level-known as fact, recall, or knowledge. • Not all students are accountable to respond to all questions. Teachers frequently call on volunteers, and these volunteers constitute a select group of students. • Teachers typically wait less than one second after asking a question before calling on a student to answer(wait time 1). They wait even less time (usually 0 seconds) before speaking after a student has answered (wait time 2). • Teachers often accept incorrect answers without probing; they frequently answer their own questions. • Students ask very few content-related questions.

6. Questioning Norms Examples of Questioning Norms: • We all need time to reflect on past experiences if we are to gain new understandings. • We all need time to think before speaking • We all need time to think out loud and complete our thoughts. • We learn best when we formulate and answer our own questions. • We learn from one another when we listen with attention and respect. • When we share talk time, we demonstrate respect, and we learn from one another.

7. Take Home Message • There is a gap between best practice and current practice when it comes to “questioning”. • Teachers seem to know what constitutes “best practice” but we aren’t always good monitors of our own performance.

8. Observation Plan • Yates form • Administration • Peer-to-Peer • Connections to TPGES