1 / 34

Chicago Public Schools Teaching for Learning Framework T3 Use Effective Questioning Techniques to Develop Higher-Lev

kueng
Download Presentation

Chicago Public Schools Teaching for Learning Framework T3 Use Effective Questioning Techniques to Develop Higher-Lev

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. Chicago Public Schools Teaching for Learning Framework T3 Use Effective Questioning Techniques to Develop Higher-Level Understanding of the Standards 2 mins Thanks and welcome I am _______ and excited to engage with you in digging into the Teaching for Learning Framework During the first 2 days of PD we focused on the Framework as a whole and 5 indicators of Plan domain, then on Day 3 we focused in on the first two indicators of Teach. Today, we revisit Framework, and: Zoom in on indicators 3, 4, and 5 Logistics Binder materials Bathroom Lunch and breaks2 mins Thanks and welcome I am _______ and excited to engage with you in digging into the Teaching for Learning Framework During the first 2 days of PD we focused on the Framework as a whole and 5 indicators of Plan domain, then on Day 3 we focused in on the first two indicators of Teach. Today, we revisit Framework, and: Zoom in on indicators 3, 4, and 5 Logistics Binder materials Bathroom Lunch and breaks

    2. Essential Question How can effective questioning develop higher-level understanding for my students, improve my practice, and increase my students’ achievement? Teaching for Learning Framework Day 4 2 1 min1 min

    3. Today’s Outcomes Today participants will: Create questioning probes, and apply questioning strategies, that promote higher-level understanding aligned to rigor requirements Discover the relationship between effective questioning and the student-centered learning environment Identify strengths and growth areas in your own practice related to Indicator Three of the Teach domain. Teaching for Learning Framework Day 4 Chicago Public Schools 3 1 min Here are our outcomes for today’s training session. Please take a moment to review each one. At the conclusion of our training today, we will review each outcome to ensure we have reached our intended goals. 1 min Here are our outcomes for today’s training session. Please take a moment to review each one. At the conclusion of our training today, we will review each outcome to ensure we have reached our intended goals.

    4. Agenda Teaching for Learning Framework Day 4 Welcome Teach Indicator T3: Use effective questioning to develop higher level understanding of content Closing and feedback 4 1 min Review Agenda1 min Review Agenda

    5. Our Norms for the Past Few Sessions Participate actively Honor time limits Be open to new ideas Trust the process Put your cell on silent Teaching for Learning Framework Day 4 5 1 min These are the norms we’ve used for the past few sessions. Please take a moment to review them. 1 min These are the norms we’ve used for the past few sessions. Please take a moment to review them.

    6. Creating Flexible Groupings Teaching for Learning Framework Day 4 6 Activity: Please take two minutes to complete the questions on the handout Creating Flexible Groupings 2 mins2 mins

    7. Review of Phase I Observations (Pilot) Purpose Test reliability of the Framework Expectations Conduct joint observations Enter ratings into an online tool Process Random selection of teachers Scheduling Observation protocol

    8. Envisioning Excellence Teaching for Learning Framework Day 4 8 12 minutes for brainstorming and poster creation 15 minutes(ish) for reporting out LEAVE the posters hanging up throughout the day. We will revisit them later.12 minutes for brainstorming and poster creation 15 minutes(ish) for reporting out LEAVE the posters hanging up throughout the day. We will revisit them later.

    9. Chicago Public Schools 9 Teaching for Learning Framework Day 4 Teach 3. Use effective questioning to develop higher level understanding of the standards 1 min No we’re going to dig into Indicator 3, which is…1 min No we’re going to dig into Indicator 3, which is…

    10. What Level 3 Looks Like Teaching for Learning Framework Day 4 10 Chicago Public Schools 2 min Say: “Take a look at the different expectations about what a level 3 looks like. What we are trying to message is what it looks like instead of a list of musts….. It is holistic in nature—not a checklist. Not a line item. They paint a picture of an effective classroom.” “Some indicators may be more relevant to a particular lesson than others.” Do: Review the language of the rubric.2 min Say: “Take a look at the different expectations about what a level 3 looks like. What we are trying to message is what it looks like instead of a list of musts….. It is holistic in nature—not a checklist. Not a line item. They paint a picture of an effective classroom.” “Some indicators may be more relevant to a particular lesson than others.” Do: Review the language of the rubric.

    11. What Level 4 Looks Like Teaching for Learning Framework Day 4 11 Chicago Public Schools 1min Say: “Take a look at the additional Level 4 expectations for Develop Higher-Level Understanding Through Effective Questioning. Again, these are not a checklist, but a guide to paint a picture of a highly effective classroom.”1min Say: “Take a look at the additional Level 4 expectations for Develop Higher-Level Understanding Through Effective Questioning. Again, these are not a checklist, but a guide to paint a picture of a highly effective classroom.”

    12. Teaching for Learning Framework Day 3 3 mins. This is the actual T3 rubric Review the difference between an “element” and a “descriptor” 3 mins. This is the actual T3 rubric Review the difference between an “element” and a “descriptor”

    13. Warm Up: The POWER of Questions Quote 1: “Thinking is of no use unless it goes somewhere, and again, the questions we ask determine where our thinking goes. If we want thinking we must stimulate it with questions that lead students to further questions.” Basic Theory and Instructional Structures, F. Paas Quote 2: “Questions may be the most powerful technology we have ever created. Questions and questioning allow us to make sense of a confusing world. They are the tools that lead to insight and understanding.” Jamie McKenzie Quote 3. “Most of our students do not score well on tests that measure their ability to recognize assumptions, evaluate arguments, and draw inferences. Fortunately, current research affirms that the direct teaching of thinking skills CAN produce better, more creative thinkers, if they are taught HOW to do so through the art of effective questioning.” Effective Techniques of Questioning, Eileen Anderson Teaching for Learning Framework Day 4 13 (1 min) Do: Have participants silently read the quote. Say: “Yes, it is a bit dense, but as we challenge our students, we must also challenge ourselves!” Do: Have a volunteer to read the quote. (continued on next slide) Say: “And the culminating statement is…” (Click to next slide to show quotes end) Original Quote: To the extent that one carries on a conversation with a child, as a way of trying to understand a child’s understanding, the child’s understanding increases “in the very process.” The questions which the interlocutor asks, in an attempt to clarify for him/herself what the child is thinking, oblige the child to think a little further, also. What do you mean? How did you do that? How does that fit with what she just said? I don’t really get that? Can you explain it another way? In every case, those questions are primarily a way for the interlocutor to try to understand what the other is understanding. Yet, in every case, also, they engage the other’s thoughts and take them a step further. Adapted from Duckworth, E. “Understanding Children's Understanding” p. 21 as reproduced in The Skillful Teacher by Jon Saphier and Robert Gower p. 198-199. (1 min) Do: Have participants silently read the quote. Say: “Yes, it is a bit dense, but as we challenge our students, we must also challenge ourselves!” Do: Have a volunteer to read the quote. (continued on next slide) Say: “And the culminating statement is…” (Click to next slide to show quotes end) Original Quote: To the extent that one carries on a conversation with a child, as a way of trying to understand a child’s understanding, the child’s understanding increases “in the very process.” The questions which the interlocutor asks, in an attempt to clarify for him/herself what the child is thinking, oblige the child to think a little further, also. What do you mean? How did you do that? How does that fit with what she just said? I don’t really get that? Can you explain it another way? In every case, those questions are primarily a way for the interlocutor to try to understand what the other is understanding. Yet, in every case, also, they engage the other’s thoughts and take them a step further. Adapted from Duckworth, E. “Understanding Children's Understanding” p. 21 as reproduced in The Skillful Teacher by Jon Saphier and Robert Gower p. 198-199.

    14. Warm Up: The POWER of Questions Teaching for Learning Framework Day 4 Chicago Public Schools | 14 The Quick Write: Responding to Text Locate The POWER of Effective Questioning. Read each quote, and select the one which resonates most with you as a teacher. Highlight key words and phrases. React: What are your thoughts on the quote selected? (ideas, experiences, questions, opinions, etc.) 5 mins Do activity, share out 5 mins Do activity, share out

    15. Closed-Ended Questions Closed questions are usually factual or convergent to a few correct answers. Yes-no questions are a specific example of closed questions. Why might a closed question be a good choice? to quickly check for retention of knowledge from part of a lesson or a prior lesson “Name three characters in The Diary of Anne Frank.” Teaching for Learning Framework Day 4 15 2 mins Do: Introduce the definition of a closed question. Have participants predict when a closed question might be a good choice. Have participants chorally read the example of the close-ended question and discuss. Closed ended questions are lower-order questions which typically check the retention of previously learned information or focus thinking on a particular point. Solicit other examples of close-ended questions: “What is one primary color?” “What is one way that heat moves between objects?” 2 mins Do: Introduce the definition of a closed question. Have participants predict when a closed question might be a good choice. Have participants chorally read the example of the close-ended question and discuss. Closed ended questions are lower-order questions which typically check the retention of previously learned information or focus thinking on a particular point. Solicit other examples of close-ended questions: “What is one primary color?” “What is one way that heat moves between objects?”

    16. Open-Ended Questions Open-ended questions do not have a single correct answer. Often they require students to analyze, evaluate, or synthesize. Correctness is based on how creative, detailed, or complex their response is. Why might an open-ended question be a good choice? to promote discussion and higher-order thinking “How do you think the characters in The Diary of Anne Frank changed over the course of their time in hiding?” Teaching for Learning Framework Day 4 16 2 mins Do: Introduce the definition of an open-ended question. Have participants predict when an open-ended question might be a good choice and discuss appropriateness. Have participants chorally read the example of the open-ended question and discuss. Open ended questions are higher-order questions which promote discussion, stimulate student thinking, allow freedom to hypothesize, speculate, and share. For example: “Why do quadratic equations result in curves?” or “How would basketball be different if played on the moon?” Mention how Constructed Response is a valuable assessment strategy which should continue to be used in the classroom on a regular basis. These questions are often examples of open-ended questions. 2 mins Do: Introduce the definition of an open-ended question. Have participants predict when an open-ended question might be a good choice and discuss appropriateness. Have participants chorally read the example of the open-ended question and discuss. Open ended questions are higher-order questions which promote discussion, stimulate student thinking, allow freedom to hypothesize, speculate, and share. For example: “Why do quadratic equations result in curves?” or “How would basketball be different if played on the moon?” Mention how Constructed Response is a valuable assessment strategy which should continue to be used in the classroom on a regular basis. These questions are often examples of open-ended questions.

    17. Knowledge and Comprehension Teaching for Learning Framework Day 4 Chicago Public Schools 17 2 mins Do: Have participants take out their Teach 7 worksheet. Say: “In the boxes under Understanding Types of Questions, according to your discipline, write an example of a closed (non-interpretive) question and one example of an open (interpretive) question. You’ll have a couple of minutes to complete this task.” Do: Have a few participants share their responses. Build upon these.2 mins Do: Have participants take out their Teach 7 worksheet. Say: “In the boxes under Understanding Types of Questions, according to your discipline, write an example of a closed (non-interpretive) question and one example of an open (interpretive) question. You’ll have a couple of minutes to complete this task.” Do: Have a few participants share their responses. Build upon these.

    18. Teaching for Learning Framework Day 4 18 Effective Questioning Begins with Bloom’s Taxonomy (2 min) Do: Have a participant read the slide bullets. Say: “Whenever we are planning a lesson, this “roadmap” needs to be at our side, guiding us to effective instruction and questioning. We seek to have our students engaged in level 5 and 6 activities most of the time. Closed questions (rote memorization) should only be 20% of what our students are doing; open questions must be 80% of what our students are doing. AND we must teach our students Bloom’s as well! …funny how it’s just for educators to learn but not those being educated!” (2 min) Do: Have a participant read the slide bullets. Say: “Whenever we are planning a lesson, this “roadmap” needs to be at our side, guiding us to effective instruction and questioning. We seek to have our students engaged in level 5 and 6 activities most of the time. Closed questions (rote memorization) should only be 20% of what our students are doing; open questions must be 80% of what our students are doing. AND we must teach our students Bloom’s as well! …funny how it’s just for educators to learn but not those being educated!”

    19. Scaffolding Higher-Level Understanding When did the Civil War happen? Why did the Civil War happen? Argue how the result of the Civil War affected America’s economic system in both the North and South. Justify three ways in which America may have been affected had the Southern states been successful in winning the Civil War: political, economic, social. Teaching for Learning Framework Day 4 Chicago Public Schools 19 (3 min) Say (for each question): “What type of question is this? Open or closed? What level of Bloom’s is this question?” Ask: “How did we progress and move up the Bloom’s hierarchy? What action skills did we add? How is the questioning more complex as it grows?” Do: Have a few participants respond. Clarify. Say: “Because we have asked and students have mastered the lower-level skills and questioning, we can then move them to higher-level skills and questioning. Remember: 20% vs. 80%--we want to spend 80% of teaching and learning on higher-level questioning and understanding. Let’s look at another example.”(3 min) Say (for each question): “What type of question is this? Open or closed? What level of Bloom’s is this question?” Ask: “How did we progress and move up the Bloom’s hierarchy? What action skills did we add? How is the questioning more complex as it grows?” Do: Have a few participants respond. Clarify. Say: “Because we have asked and students have mastered the lower-level skills and questioning, we can then move them to higher-level skills and questioning. Remember: 20% vs. 80%--we want to spend 80% of teaching and learning on higher-level questioning and understanding. Let’s look at another example.”

    20. Scaffolding Higher-Level Understanding Add a series of positive and negative integers: Add (-7) + 12 Your goal is to save fifty dollars in five months. In the first month, you save eight dollars. In the second month, you save eleven dollars. In the third month, you save seventeen dollars. However, in the fourth month you take five dollars from your savings. How much money must you save in the fifth month in order to reach your fifty dollar goal? Create your own word problem involving positive and negative integers that models a real-life situation. Your word problem must include three different situations that use positive or negative numbers. Once you have written the word problem, share the problem with three different peers to check for understanding, accuracy, and its solution. After the peer review, make any revisions and submit the question to your teacher. Teaching for Learning Framework Day 4 Chicago Public Schools 20 (3 min) Say: “We begin by asking a skinny question, to add positive and negative integers, lower-level questioning; students will demonstrate the basic knowledge and understanding of adding and subtracting positive and negative numbers.” Say: “As we move up Bloom’s, students must now apply lower-level understanding to a higher-level of understanding; now, students must navigate the words of the question—they must apply and do some analysis.” Say: “When engaging in the last question, students must synthesize and create—using all previous levels of questioning and Bloom’s!” Say: “And as we engage students up the hierarchy, we must also teach them this language, teach them levels of questioning and the levels of Bloom’s, so they may begin to generate higher-level questions on their own. This is, again, how we move to a student-centered learning environment.”(3 min) Say: “We begin by asking a skinny question, to add positive and negative integers, lower-level questioning; students will demonstrate the basic knowledge and understanding of adding and subtracting positive and negative numbers.” Say: “As we move up Bloom’s, students must now apply lower-level understanding to a higher-level of understanding; now, students must navigate the words of the question—they must apply and do some analysis.” Say: “When engaging in the last question, students must synthesize and create—using all previous levels of questioning and Bloom’s!” Say: “And as we engage students up the hierarchy, we must also teach them this language, teach them levels of questioning and the levels of Bloom’s, so they may begin to generate higher-level questions on their own. This is, again, how we move to a student-centered learning environment.”

    21. Application and Analysis Teaching for Learning Framework Day 4 Chicago Public Schools 21 (7 min) Do: Have participants take out their Teach 7 worksheet Say: “In the box labeled Bloom’s and Scaffolding Higher-Level Understanding, according to your discipline, write an example of a closed (non-interpretive) question and one example of an open (interpretive) question. You’ll have a couple of minutes to complete this task.” Say: (As participants are working) “Notice, that just as we will do in our classrooms with our students, we are now at application and analysis!” (7 min) Do: Have participants take out their Teach 7 worksheet Say: “In the box labeled Bloom’s and Scaffolding Higher-Level Understanding, according to your discipline, write an example of a closed (non-interpretive) question and one example of an open (interpretive) question. You’ll have a couple of minutes to complete this task.” Say: (As participants are working) “Notice, that just as we will do in our classrooms with our students, we are now at application and analysis!”

    22. Share and Evaluate: Creating Effective, Higher-Order Questions Teaching for Learning Framework Day 4 22 (3 min) Do: Review slide. Say: “You will have 5 minutes to complete this task.” Do: When time is up, have a few quads share their creations. Do: Using participants responses, clarify the process of creating higher-level questions to promote higher-level understanding during the teaching and learning process.(3 min) Do: Review slide. Say: “You will have 5 minutes to complete this task.” Do: When time is up, have a few quads share their creations. Do: Using participants responses, clarify the process of creating higher-level questions to promote higher-level understanding during the teaching and learning process.

    23. A Key Aspect of Delivering Effective Questioning is Wait Time! Teaching for Learning Framework Day 4 23 3 mins Do: Have participants refer to the Wait Time Check Sheet on page 3 of resources; have participants highlight at least two of these. 3 mins Do: Have participants refer to the Wait Time Check Sheet on page 3 of resources; have participants highlight at least two of these.

    24. A Key Aspect of Delivering Effective Questioning is Wait Time! Why is wait time important? What are some of the benefits of wait time? How do you guarantee always including wait time? How do you communicate to students the importance of wait time? How do you convince them that students who need a bit more time aren’t less competent? Teaching for Learning Framework Day 4 24 (2 min) Say: “Just as important as the types of questions we ask is the giving of appropriate wait time for students to process and answer them.” Ask: “Why do we as teachers sometimes not give wait time after asking a question?” (click to reveal first key point) Model probing for higher-level understanding by asking a few participants why wait time is important. Be sure to count to three before calling on a participant so you also model wait time. (2 min) Say: “Just as important as the types of questions we ask is the giving of appropriate wait time for students to process and answer them.” Ask: “Why do we as teachers sometimes not give wait time after asking a question?” (click to reveal first key point) Model probing for higher-level understanding by asking a few participants why wait time is important. Be sure to count to three before calling on a participant so you also model wait time.

    25. Methods to Facilitate Effective Questioning and Higher-Level Understanding In using all of these effective questioning strategies, we teach and students learn how to generate their own higher-order questions and become stewards of the learning process! Teaching for Learning Framework Day 4 Chicago Public Schools 25 (2 min) Say: “Let’s look again at our other strategies for developing higher-level understanding through effective questioning.” Say: “Let’s see if we can recall our kinesthetic connections!” (2 min) Say: “Let’s look again at our other strategies for developing higher-level understanding through effective questioning.” Say: “Let’s see if we can recall our kinesthetic connections!”

    26. Project-Based Learning and Inquiry Project-Based Learning and Inquiry is a process that stimulates students’ thinking, engages them in authentic tasks, and demands demonstration of mastery; it is a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions, and carefully designed products and tasks. Teaching for Learning Framework Day 4 Chicago Public Schools 26 (1 min) Do: Have a participant to read the slide. Do: Have participants show the kinesthetic application! (1 min) Do: Have a participant to read the slide. Do: Have participants show the kinesthetic application!

    27. The Thinker’s Keys The Thinker's Keys are an effective way to introduce different ways of higher-order thinking to students. The Thinker’s Keys can be easily used in all aspects of a lesson’s structure and as part of a Bloom's and Multiple Intelligence approach to teaching and learning. It is a fun, effective way to engage all students at all levels of performance. Teaching for Learning Framework Day 4 Chicago Public Schools 27 (1 min) Do: Have a participant to read the slide. Do: Have participants show the kinesthetic application! (1 min) Do: Have a participant to read the slide. Do: Have participants show the kinesthetic application!

    28. Evaluate and Create Teaching for Learning Framework Day 4 Chicago Public Schools 28 (less than 1 min) Do: Have participants take out their Teach 7 worksheet. Say: “For this activity, you will record your responses in the box labeled “Putting on Our Thinking Hats”. (less than 1 min) Do: Have participants take out their Teach 7 worksheet. Say: “For this activity, you will record your responses in the box labeled “Putting on Our Thinking Hats”.

    29. Chicago Public Schools 29 Teaching for Learning Framework Day 4 Indicator Wrap-Up 1 min1 min

    30. Chicago Public Schools 30 Teaching for Learning Framework Day 4 Indentifying Strengths and Growth Areas 1 min1 min

    31. Indentifying strengths and growth areas in my own area of practice Chicago Public Schools 31 Teaching for Learning Framework Day 3 60-90 minutes 60-90 minutes

    32. How will I push this practice forward in my area? Chicago Public Schools 32 Teaching for Learning Framework Day 3 60-90 minutes 60-90 minutes

    33. Revisiting Objectives Today participants will: Create questioning probes, and apply questioning strategies, that promote higher-level understanding aligned to rigor requirements Discover the relationship between effective questioning and the student-centered learning environment Teaching for Learning Framework Day 4 Chicago Public Schools 33 1 min Here are our outcomes for today’s training session. Please take a moment to review each one. At the conclusion of our training today, we will review each outcome to ensure we have reached our intended goals. 1 min Here are our outcomes for today’s training session. Please take a moment to review each one. At the conclusion of our training today, we will review each outcome to ensure we have reached our intended goals.

    34. Feedback 34 (5 min) Say: Thank you so much for being here today on our first full day of training and for your engagement in this process. We’ve covered a lot today, so please take a moment to complete the survey to help us improve our process. Do: Ask participants to take a moment to complete the feedback form and drop it into the collection basket when done (on their way out.) Offer any final closing remarks. Like: Clarify start time for tomorrow. Pre-alerts for tomorrow’s content Parking lot questions etc… (5 min) Say: Thank you so much for being here today on our first full day of training and for your engagement in this process. We’ve covered a lot today, so please take a moment to complete the survey to help us improve our process. Do: Ask participants to take a moment to complete the feedback form and drop it into the collection basket when done (on their way out.) Offer any final closing remarks. Like: Clarify start time for tomorrow. Pre-alerts for tomorrow’s content Parking lot questions etc…

More Related