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Week 17

Week 17 . Internship Hours REMINDER!!! Keep Working ….Share Ideas . GAGE Consortium on March 8 – see document uploaded on the home page of D2L GAGC State Conference – March 10-11 Keep sharing opportunities. Questioning Revisited Last week you read these 2 articles:

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Week 17

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  1. Week 17

  2. Internship HoursREMINDER!!!Keep Working….Share Ideas • GAGE Consortium on March 8 – see document uploaded on the home page of D2L • GAGC State Conference – March 10-11 • Keep sharing opportunities

  3. Questioning Revisited Last week you read these 2 articles: • Teaching Students to Ask Their Own Questions • Inviting Student Engagement in Questioning Using the 4A Protocol would be a great way to discuss these articles with a group! Since we are not together, please reflect on the following question: What does this mean for our work with students? We can discuss this again when we are together.

  4. Eligibility Scenarios Please review these scenarios, then enter the data for your case study student into the table provided. (This document is attached.) If you have any questions, please let me know!

  5. 3 more scenarios 1st Grade (N) Nationally Normed test Mark Yes or No or N/A:Multiple Criteria______ Psychometric K-2_______ 3-12________

  6. 1st Grade (N) Nationally Normed test Mark Yes or No or N/A:Multiple Criteria ___X___ Psychometric K-2_______ 3-12________

  7. 9th Grade (N) Nationally Normed test Mark Yes or No or N/A:Multiple Criteria_______ Psychometric K-2_______3-12______

  8. 9th Grade (N) Nationally Normed test Mark Yes or No or N/A:Multiple Criteria_______ Psychometric K-2_______ 3-12 ___X___

  9. 5thGrade (N) Nationally Normed test Mark Yes or No or N/A: Multiple Criteria_______Psychometric K-2_______3-12________

  10. 5thGrade (N) Nationally Normed test Mark Yes or No or N/A: Multiple Criteria_______PsychometricK-2_______ 3-12________

  11. Effective Discussion Handout Take a minute to complete the “Effective Discussion Handout” before beginning the next section.

  12. Four style strategy Brings up level of discussion in a classroom Can lead to new and original insights Can also bog students down in trivia or fixed opinion Can change a mind or lead to affirmation of an opinion Circle of Knowledge (TST chap. 18)

  13. Circle of Knowledge —what it is and isn’t • Circle of Knowledge is NOT necessarily about reaching consensus or conclusion. • It is about the discussion process. • Designed to teach students the appropriate way to discuss, present intellectual arguments and “agree to disagree” in a civil manner This is important to remember when you are writing discussion questions! There will be more details later.

  14. Let’s Reflect • Think of a really effective discussion you had. Think of a really poor one. What made the difference?

  15. Four Principles

  16. Circle of Knowledge Lesson • The steps in developing the Circle of Knowledge Strategy into a lesson: • What is the purpose of this discussion? What do you want students to be able to do as a result of having participated? • What is your focus question? What sub-focus or discussion questions will you prepare? You should prepare many more sub-focus questions than you expect to use. (You should have a 12-15 discussion questions.) • What is your kindling activity to generate interest? • How will your students acquire the information they need in order to participate? • What activities or tasks will students engage in during small group discussion? How will you involve all students and record participation? • What will be your synthesis activity? Please read chapter 18 in The Strategic Teacher before continuing. In the next several slides, we will discuss examples of this strategy.

  17. Circle of Knowledge Lesson Sparking Question Focus Question/ Kindling Activity Time to Process AcquireInformation Discussion Time to reflect Synthesis Please note these steps are not in the same order as the steps for planning.

  18. Sparking Question Look at the examples in TST. It explains that these are asked before focus questions, because they connect students’ prior knowledge and generate interest. The examples in the book are the same general theme as the focus questions listed in the previous section, but they are on a more personal level. Focus Question/ Time to Process The focus question introduces the topic for the discussion. Students should have time to consider their initial response to this question and record responses. Students should then share their ideas with a small group before the discussion. Acquire Information Consider Eileen’s class discussion in TST. She asks a sparking question, and it is discussed in small groups and briefly as a class. Then she introduces the focus question before distributing articles for students to read. You should consider how you want students to acquire information for your focus question. There are suggestions in TST. It does not have to be an article, but all students should have access to the information.

  19. Discussion You should plan at least 12-15 questions to use in the discussion. These questions should not have correct/incorrect answers. Look at the discussion questions in example 1 and example 2. Although they do not have correct answers, they do require a knowledge of the material. Explain the recognition techniques you will use during the discussion. Also, what will other students be doing during the discussion? One suggestion is to have a discussion group of 6-8 students, and have the same number of students observing and taking notes. After a designated time, the groups switch. Time to Reflect Remind students of the focus question. Give students time to reflect on the responses of others. Have students changed their initial response? Why or why not? This is time for some metacognition questions. Synthesis What task will require students to apply what they have learned? How will this task be evaluated?

  20. How do I assess Circle of Knowledge? This is a sample form on which you could document student participation.

  21. Examples In addition to example 1 and example 2, here are some samples of questions you could use with adults. The group discussion questions are not included.

  22. Choice #1 Effective Leadership in Schools

  23. Kindling Activity • Think about a time when you would have liked to give the school administration advice about your school and to be able to take leadership in the running of your school but were unable to do so for any of a number of reasons. • What was the situation that prompted you to want to give advice or take leadership? • What advice would you give? Or What would you have done? • Can you envision a way to do either of those in the future?

  24. Focus Question “If you were asked to be on the committee to advise your administrative staff on issues in your school, what would be the advice you would give and how would you convince administrators that you truly want the best for the children and the reputation of the school?”

  25. Discussion • One half in the inner circle • Outer circle sits around inner circle and takes notes on important things discussed. • If large class could have 2 going on at one time • Teacher takes notes on student comments and participation • Little to no teacher input • Outer circle members move to inner circle when members have made three thoughtful comments

  26. Choice #2 How will the world help Haiti rebuild?

  27. Kindling Activity For a few minutes jot down your individual answers to the following questions: • Think about a time when you wanted to help someone (not in your family) who was in very difficult and complex circumstances. • What was the situation that prompted you to want to help this person? • What did you do? • What was the outcome? If you see the outcome as successful, explain why you think that was so? If you see the outcome as being unsuccessful, explain why you think that was so? “Find two other people and share your answers”

  28. Focus Question You have been asked to be on the committee to advise our government, NGO’s, the United Nations and others about the situation in Haiti: This is the question you have been asked to address: Given the past history of the nation of Haiti and its government and also the relationships within the international community, how can the United States and other countries effectively work to help the Haitian people to re-build and improve in order to prosper as a nation?

  29. Discussion • One half in the inner circle • Outer circle sits around inner circle and takes notes on important things discussed. • If large class could have 2 going on at one time • Teacher takes notes on student comments and participation • Little to no teacher input • Outer circle members move to inner circle when members have made three thoughtful comments

  30. Choice #3 Cheating

  31. Circle of Knowledge Kindling Activity: jot down your thoughts and whether you agree or disagree with some of the following statements: • Cheating is caused by laziness. • Cheating is caused by societal pressure. • Our society sends a message to us that it is acceptable to cheat as long as we don’t get caught and are getting A’s. • The attitude towards cheating will not stop in the classroom, but will carry on into the business world. • The majority of cheaters are college-bound overachievers who try to juggle too many activities and resort to compromising their integrity for their grade. • Only when a thirst for knowledge is replenished and learning matters again will the desire for the grade without work will dissolve. • Competition for grades is the primary factor causing the rise of cheating. • There is no sense of shame associated with cheating in today’s society.

  32. “Too Much Pressure” article

  33. Focus Question • Having read the essay, you have probably gleaned all kinds of ideas about how our lives can be affected by cheating. Think about your classroom, your school, your school system—how does cheating affect us?

  34. Discussion • One half in the inner circle • Outer circle sits around inner circle and takes notes on important things discussed. • If large class could have 2 going on at one time • Teacher takes notes on student comments and participation • Little to no teacher input • Outer circle members move to inner circle when members have made three thoughtful comments

  35. Synthesis(examples) • Offer a solution for cheating at your school. Create a pamphlet or an outline for a new school club or program that deals with cheating • Write a story about a futuristic society whose children have grown up cheating. • Write a persuasive speech trying to convince teachers why cheating should be considered acceptable.

  36. What effect did the kindling activity have? Why did we use that particular activity? • How did reading the article affect your thinking and the thinking of other people in the class?

  37. Collaboration timeWork on High Five Questions due week 18.Work on Informal Lesson and Formal Lesson #2 development (ideas) for upcoming AKS Unfortunately, we were not able to meet tonight for you to collaborate with peers or conference in person with me. My phone number was in the initial email, and it is also on the syllabus. Please feel free to call or email me to ask questions! I would be happy to discuss either High 5 Questions or lesson ideas with you!

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