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TAP Review: QuestionINg. August 30, 2012. Objective. Teachers will implement varying levels of depth of knowledge questions in their classroom by the next cluster meeting and bring student works sample as evidence of that questioning. Agenda. Evaluation IGP Long Range Plan
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TAP Review: QuestionINg August 30, 2012
Objective • Teachers will implement varying levels of depth of knowledge questions in their classroom by the next cluster meeting and bring student works sample as evidence of that questioning.
Agenda Evaluation • IGP • Long Range Plan Identify Need • Refinement Goals Obtain New Learning • Modeling the Strategy Development Lesson Development w/ IGP Apply (In your classroom)
End of the Year Questionnaire • Looking at rubric areas as interconnected. • Teacher identified areas of need… • 1 – Questioning • 2 – Lesson Structure & Pacing • 3 – Thinking/Problem Solving • 4 – Teacher Knowledge of Students • 5 – Presenting Instructional Content
New Learning: Depth of Knowledge • Level 1: Recall and Reproduction • Level 2: Skills and Concepts/Basic Reasoning • Level 3: Strategic Thinking/Complex Reasoning • Level 4: Extended Thinking/Reasoning
SYNTHESIS AND EVALUATION “Putting together elements & parts to form a whole, then making value judgments about the method.” BLOOM’S TAXONOMY WEBB’S DOK KNOWLEDGE “The recall of specifics and universals, involving little more than bringing to mind the appropriate material” RECALL Recall of a fact, information, or procedure (e.g., What are 3 critical skill cues for the overhand throw?) COMPREHENSION “Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.” APPLICATION “The use of abstractions in concrete situations.” SKILL/CONCEPT Use of information, conceptual knowledge, procedures, two or more steps, etc. STRATEGIC THINKING Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer ANALYSIS “The breakdown of a situation into its component parts.” EXTENDED THINKING Requires an investigation; time to think and process multiple conditions of the problem or task. Wyoming School Health and Physical Education Network (2001). Standards, Assessment, and Beyond. Retrieved May 25, 2006, from http://www.uwyo.edu/wyhpenet
Modeling: Yes, I Have a Question! • Write questions for three minutes. One question per sticky note. Example:
Sorting • Consider the Depth of Knowledge levels • Level 1: Recall and Reproduction • Recall of a fact, information, or procedure. • Level 2: Skills and Concepts/Basic Reasoning • Use information or conceptual knowledge • Level 3: Questions Strategic Thinking • Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer. • With your group, sort your post it notes into the three categories.
Rubric • What areas of the rubric beyond questioning does this questioning strategy fit? • If you improve in questioning, what other areas of the rubric could it impact?
Development • In one of your lesson’s next week: • Create questions that fit DOK levels 1, 2, 3. • Write your plan in your IGP • Consider: • How will you ask these questions? • How can you collect student work for these questions? (Orally vs. written) • How will you know that these questions are successful? • If you finish for one lesson, consider questions for continuing lessons.
Apply • Closure: • How will you apply this in your classroom this week. • Share out