EDUC 4454 – Class 9P/J Methods

Using one of your lesson plans and a review of the next 2

slides, examine any of the scripted key questions in the

instruction, consolidation or application stages and categorize

them using Bloom’s Taxonomy. Try to add 2 more questions

from any 1 of the 3 higher order thinking areas -analysis,

synthesis, evaluation .

Asking Questions

Bell Work:

Review: Bloom’s Taxonomy Bloom’s Taxonomy of Cognitive Expectations &

Questions for Quality Thinking

EvaluationEvaluation

SynthesisSynthesis

AnalysisAnalysis

ApplicationApplication

ComprehensionComprehension

KnowledgeKnowledge Recall of specifics

Understanding the material itself

Using in new situations

Breaking it down into elements

Putting together parts to form a whole

Judging the value, materials and methods; Applying standards and criteria

Select the Cognitive Level

Original Terms New Terms

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•RememberingReview: Bloom’s Revised Taxonomy

The Question MatrixQ Matrix

P/J MethodsEDUC 4454

Q Matrix

a user-friendly adaptation of Bloom’s Taxonomy

allows you to construct questions based on the word pairs within a matrix

arranged in a hierarchy that considers Bloom’s Taxonomy

Q Matrix

To use Q-Matrix:1. Identify the level of thinking you wish your

question to elicit and select word pairs to match your instructional focus

“knowledge” word pairs – upper left portion of matrix

“evaluation” word pairs – lower right As you move in any direction from the

“What is?” – you are moving toward questions which require more in-depth thinking

Q Matrix

2. Choose any word pair – use this word pair as the first two words in your question followed by the appropriate content.

Example: Which might? Which might be the best

way to solve this problem?

-Or embedded words i.e., “Of all the solutions we’ve discussed, which do you do feel might provide the best solution to this problem?”

Q Matrix

3. The horizontal items represent the subject of the question (event, situation, choice, person, reason, means)

4. The vertical items represent the process (present, past, possibility, probability, prediction, imagination)

Q Matrix

Quadrants: “A” Asks for facts “B” Asks for

comparisons, explanations, examples

“C” Asks for predictions and possibilities

“D” Asks for speculations, probabilities and evaluation

Q Matrix

 - In groups of 3-4 appoint 1 person to choose & read a book 

- Each member to choose 4 question prompts from question box and create 4 questions for book based on prompts

 - Pose each question to group & determine level of question based on

Bloom’s Taxonomy( i.e. knowledge, comprehension, application ETC.)

 - Each member to determine 1 application using the Bloom’s Taxonomy Wheel – Matching the Process to the Product (Handout from Class 8) and working through from content (of the book) to the “can do’ verbs to the product. Explain what level of thinking/response this reflects.

 

Think / Pair / ShareActivity

Questioning

Why do we use questions?

What is a good question?

How do we develop questioning skills?

Why is it necessary to write effective questions before the lesson is given?

Questioning: 2 main types

Everyday Questionsquestions that are asked without

planningusually require a yes/no answer or a

one word answerusually don’t require much thought

Questioning: 2 Main Types

Educative Questionsquestions that are planned in advanceusually at a higher level of thinkingpurposefulclearly focusedcarefully conceivedwell formulated (J.T.Dillon)

Questioning:2 main categories

Convergent Questions narrow, factual, closed one right answer short responses lower level thinking simple recall of information

“Who is the Prime Minister of Canada?”

Questioning: 2 main categories

Divergent Questions broad, open-ended many right responses seldom answered with a single word require students to use higher level thinking

“Why is the world a better place because of computers?”

Characteristics of a good question A good question is a demonstration of genuine curiosity.

A good question has logic, related in some way to the teacher’s focus and the student’s experience.

In a good question the words are ordered in such a way that the thinking is clarified, both for the students and the teacher.

In a good question the intent must be supported by intonation and non-verbal signals. The pace of the question should match the intent.

A good question challenges existing thinking and reflection.

A good question is seen as part of an ongoing dialogue which involves relationships between the speakers.

A good question can challenge and surprise but it should not be seen as a means /by which to diminish others.

A good question maintains student engagement, stimulates thoughts and evokes feelings.

Effective Teacher Questions:

An Educative Question is purposeful, clearly focused, carefully conceived, pre-planned, and well formulated. Often try to make it a pivotal question, a question which will make the students think.

Questions should be thought out & written ahead of time and thus be part of good planning & does not simply come off the top of your head

Questioning: Steps

Stage One: Prepare the Question

1. Identify instructional purpose (recitation/discussion)

2. Determine content focus

3. Make sure they match your lesson expectations

4. Select the cognitive level (Bloom’s Taxonomy)

5. Consider wording and syntax

Questioning

Stage Two: Present the Question

1. Indicate response format

2. Ask the question

3. Select respondent

Which techniques are more effective?

Questioning

Stage Three: Prompt Student Responses1. Pause after asking question (Wait time 1)

2. Assist non-respondent

3. Pause following student response

(Wait time 2)

How to get students to participate?

Teacher Questions:

Tips when implementing: Make sure your questions are not double-barrelled –

you are not asking more than one question at a time. Make sure your questions are not wishy-washy – the

meaning needs to be clear, specific and precise Make sure they are well-worded Avoid questions with “yes/no” or 1 word answers Use a signal for “mass/whole class” responses Don’t only attend to the Action Zone Ask the question; pause; then call on a student Use three to five (3-5) second Wait Time

Wait Time Builds trust in the student/teacher relationship. Gives time for student to look at the question from many angles Frees them to provide answers of substance Provides time to rehearse answers if you use “heads together/elbow partner” Encourages them to organize their thinking

Wait time should result in: longer student answers

more students volunteering answersmore questions being asked by studentsgenerally an increase in two way communication in the classroom.

more interesting discussion

Two Types – One and Two Wait Time One: Teacher waits to have a student respond to allow them to

process the information / question given (3-5 seconds)

Wait Time Two: Teacher waits to respond to a student answer to allow them time to elaborate and extend (3-5 seconds)

Probes Follow student responses / answers (and wait time)

Are based on the learner’s actual response and are designed to have the student go beyond the initial information or response given.

WHY? Help a student elaborate on their answer Try to get students to tell you why Help you understand where the student is coming from Can use with a right or wrong answer

You can probe right answers, wrong answers, non answers, comments, questions, but you should not probe every student response.

Types of Probes: Redirect Probes Critical Awareness Probes

Clarification Probes Refocus Probes Prediction Probes

Decide on how you will respond to the student answer: Praise/Acceptance/Probes

Reflective Practice -

Page # 210 in CT & M At your table discuss the quote at the bottom of

the page using the following questions: How might a teacher identify such a question?

– i.e. Question answered correctly but not the one posed

How could this be explained to other students? This statement (quote) may seem to be a

contradiction. Why might it be important to address this issue?

Activity: Correcting Questions

With a partner or individually, correct each of the questions.

Remember to consider the characteristics of good questions, Bloom’s Taxonomy and the Tips for Impelementing

Questioning

1. Can anyone tell me where the bridge was built?

2. Jim, how much would you pay for both?

3. Where did Riel fight his last battle? He was certainly a hero. Where was it, Tom?

Questioning

4. Are the winters warm in British Columbia?

5. The bee is certainly a very industrious worker, isn’t he?

6. Who is Stalin and why was he important during World War II?

Questioning

7. What about the current crisis in our monetary policy?

8. The principal tourist attractions in Northern Ontario are what?

9. What do you notice about the beaver and otter?

Questioning

10. Does anyone know the answer to this question?

Communication

PJ MethodsEDUC 4454

Communicating authentically requires: a sensitivity to the world of others an ability to empathize… to understand what it is

like to be the other person

The climate for learning is set by the teacher: Who? What? When? With Whom? Facilitates involvement Stimulates interest Demonstrates/models caring

Special components of interpersonal skills which facilitate effective learning:

1. Empathy

2. Respect (Warmth)

3. Genuineness

To help develop interpersonal communication skills:

Verbal/Non-verbal Congruence Personal Communication Style

Passive Aggressive Assertive/Congruent

Ways to enhance congruence:1. Look at your ways of interacting.

2. Develop Active Listening Skills: be fully and accurately involved with what is

being said and felt both verbally and non-verbally

show a genuine concern for what the speaker is feeling as well as … is saying.

3. Be aware of your own feelings, prejudices and expectations about the speaker

(Ask yourself: Can I accept the feelings and attitudes of the speaker even if they are different than my own?)

Build on your unique strengths.

Nonverbal Communication

Studies show that during interpersonal communication:

7% of the message is verbally communicated

93% of the message is nonverbally transmitted through tone of voice, body language, emotions of the sender/receiver, other connections… friends /enemies/ professionals)

What you say is not nearly as important as how you say it.

Actions speak louder than words.

Definition

Non-verbal communication is communication without words.

Non-verbal communication can be viewed as occurring whenever an individual communicates without the use of sounds.

Non-verbal communication is anything someone does to which someone else assigns meaning.

Non-verbal communication is the study of facial expressions, touch, time, gestures, smell, eye behaviour, and so on.

Nonverbal messages are an essential component of communication in the classroom.

a. eye contact signals interest in others

b. smile indicates warmth, friendliness

c. gestures…nods

d. posture and body orientation

e. proximity dictated by cultural norms

f. vocal element: tone/inflection/loudness

A matrix of verbal versus non-verbal behaviours

Verbal(symbolic)

Non-verbal(non-symbolic)

Vocal Verbal/vocalbehaviours

Nonverbal/vocalBehaviours (eg. The rate, loudness, softness of speech etc.)

Non-vocal Verbal/non-vocalBehaviours(e.g. American Sign Language)

Non-verbal/non-vocalBehaviours (e.g. Body language, use of space etc.)

Classification

Body language: posture, head movement, facial expressions, eye behavior, gestures, handshaking, arm movement, leg movement etc.

Paralanguage: sound, pitch, tempo of speech, turn-taking, silence

Object language: clothing, personal artifacts, hair, etc.

Environmental language: time language, spatial language, colour, light, signs and symbols, architecture, etc.

Functions

Complementing (e.g. “Attention please” )

Contradicting (When there are contradictions, do people tend to believe the verbal messages or nonverbal ones?)

Repeating Regulating (e.g. A head nod to indicate that it is

his/her turn the speak) Substituting(e.g. A noisy cafeteria might get you to

wave at a friend instead of screaming to get his/her attention)

Accenting(e.g. A well-skilled public speaker might pause before or after an important point in a speech.)

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Aspects of non-verbal communication

• Posture• Eye contact• Use of silence

More than words – Case Study

A teacher can’t get his students’ attention and his volume starts to rise. He glares at them and tells them to do some work on the board. Some do; most don’t. His volume increases again: “Don’t look at me; look at the board.” Some students squirm; most still look at their teacher. While telling the students to look at the board, the teacher’s non-verbal message, conveyed by his eyes, is to look at him. No one is going to look away from a teacher in this situation. Discuss at your table how the teacher has sent a mixed message.

Use More Than Your WordsUse More Than Your Words - Professionally Speaking - March 2008 Adapted from L. Miller in Professionally Speaking (March 2008) The

magazine of the Ontario College of Teachers see link above

Getting Attention – lower the class metabolism by pausing and whispering, don’t try to talk over the students.

All teachers have a range of voices (e.g. the credible voice has little modulation).

Keep head, body, face, arms, and hands still when using the credible voice.

Actions, voice tone, words, sending the same message.

When to use voice? Use the credible voice when giving instructions,

delivering teacher-directed lessons and covering instructions. Use it when you want to hold students’ attention.

The approachable voice is the opposite of the credible and uses much modulation. The voice has rhythmic, even melodic tones. The head moves up and down, arms and hands move and are open.

The approachable voice invites discussion, encourages participation and makes students feel warm and welcome.

When to use voice continued…

Try both voices yourself and hear the difference in this sentence:

“Boys and girls, I’d like your attention now please.” It’s time to begin your first lesson of the day. You

listen to the volume, wait for a lull and speak 2 levels above it: “Class, please look in this direction.”

Ensure everyone’s attention and then drop your volume and begin.

If you’re using the credible voice, make sure your body language is credible too.

Non-verbal teacher tips…

Reinforce your message when asking students to look at the board by looking there as well.

Stand in the same spot when you want the students’ attention. “This lets the visuals see you and the auditories hear you.” Regularly using this technique trains the students that this is the time for them to be attentive.

After a while, when you stand in that spot, you will have their attention, without having to say a word.

Tips continued…

If your body language and emphasis match your words, you are more likely to connect with all your students and your message will have more impact.

When teachers give students 3 or more seconds of wait time, the outcomes include longer and more correct responses, fewer I-don’t-knows and more volunteered answers.

Show don’t say, “Class you have this many minutes to complete this activity.” Don’t say the number, hold up two fingers.

Tips continued…

“Class turn to this page please.” Write 27 on the board, point to it and look at it for a few seconds and don’t say the number.

Teach students your gestures so the students will know what it means when you hold up a stop hand or when you fan your hands to show open your books. Gestures save your voice.

Save eye contact for positive interactions, positive relationships.

More tips…

Give students thinking time before a class discussion. “Boys and girls, I want you to think about this question before we talk about it. Write it down in your notebooks. Think about it for 20 seconds.”

Get everyone’s attention before starting your lesson (e.g. raising hand as quiet signal).

Begin each class by telling the students what will happen and what they will do.

Don’t stay at your desk. Circulate and monitor progress as students work.

Body Language

If you want the students to be still, be still yourself. A still body helps deliver the content.

Example:

Using the credible voice, walk and talk: “Boys and girls, today we are going to talk about a very important year in Canadian history: 1867. The year Canada became an independent country.”

Now say it again but pause and “freeze” your body before you say 1867. The words may be the same but the impact is significant. You’ll have even more impact if you hold the pause for a few seconds.

Creating a climate that facilitates learning demands good verbal and nonverbal skills.

Putting It All Together

Model Good Listening Skills

1. Be interested and attentive, ask about students ideas and opinions

2. Encourage talking, ask students to describe/explain to extend the conversation

3. Listen patiently

4. Hear children out

5. Listen to nonverbal messages

Teach students what good listeners do!

look at the speaker while he/she is speaking does not interrupt provide appropriate feedback with a nod or a

point of clarification ask pertinent questions about what is being

said does not doodle or engage in other

distracting mannerisms

Assigned Readings:

Read pp. 208-209 in CT & M

Class 9_Handout_Nonverbal_Communication

pp. 346-347 in CT & M for next class on Graphic Organizers & Mind Mapping.

Multiple Intelligences – p. 26

Learning styles – p. 316 Assignment :

# 3 – Lesson Plan #2 Due – Fri. Oct. 31