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Upgrading Your Input: Cues and Questions. Valerie Espinoza vespinoza@psd1.org Shannon Lockard slockard@psd1.org. Objectives. Understand the levels of cues and questioning (Bloom’s Taxonomy and ELD) Analyze levels of questions in order to deepen comprehension

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upgrading your input cues and questions

Upgrading Your Input: Cues and Questions

Valerie Espinoza vespinoza@psd1.org

Shannon Lockardslockard@psd1.org

objectives
Objectives
  • Understand the levels of cues and questioning (Bloom’s Taxonomy and ELD)
  • Analyze levels of questions in order to deepen comprehension
  • Apply strategies through the GLAD model to meet state standards
slide4

Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning. 

~ Albert Einstein

what are cues and questions
What are Cues and Questions?

Cues involve “hints” about what students are about to experience.

Cueing and questioning might account for as much as 80 percent of what occurs in a given classroom on a given day. (see Davis, O.L., & Tinsley, 1967; Fillippone, 1998)

purpose of cues and questions
Purpose of Cues and Questions
  • Activate background knowledge
  • Prepare students to expect new information
  • Set learning objectives
  • Assess learning
slide8

The important thing is not to stop questioning.  Curiosity has its own reason for existing.  One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality. 

~Albert Einstein

bloom s taxonomy revised
Bloom’s Taxonomy-Revised

Remember (knowledge)

Understand (comprehension)

Apply

Analyze

Evaluate

Create (synthesis)

asking the right question
“Asking the Right Question”

Decide who will be partner A and partner B

Partner A reads first section, Partner B asks a “Remember” level question, Partner A answers it.

Partner B reads second section, Partner A asks a “Understand” level question about the first two sections, Partner B answers it.

Continue switching back and forth until you and your partner have read all six sections, asked a question from all six levels of Bloom’s and responded to the questions.

slide11
10/2

Which questions were the easiest to formulate and answer? Why?

What implications does this have for your teaching?

bloom s taxonomy and ell
Bloom’s Taxonomy and ELL

“Asking the Right Question”

  • Examples higher level questions for all levels of ELL

GLAD leveled questions

  • Point to
  • Yes/No
  • Either/Or
  • Open-ended

ELD Stem Questions

upgrading your input
Upgrading Your Input

Insert input chart

upgrading your input1
Upgrading Your Input

Insert input chart

Write enduring understanding underneath input

slide16

10/2

How do the levels of questioning support language acquisition?

slide19

10/2/2

What did you notice about the level of engagement for the English language learners?

What connections can you make between the video and your teaching?

slide20

Never be afraid to sit awhile and think.

~Lorraine Hansberry, A Raisin in the Sun

graffiti wall
Graffiti Wall
  • Write as many questions as you have groups in your class on large white paper.
  • As groups, writing in their group color, students will answer your question and then write one of their own.
  • Groups continue to answer and ask questions until you choose to end the task.
slide23

10/2/2

How does the Graffiti Wall assess comprehension through questioning?

How can you use the Graffiti Wall in your classroom?

what is important about questions
What is important about questions?

…become less concerned with right answers and more concerned with good questions.