questioning & discussion for the common core
description
Transcript of questioning & discussion for the common core
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QUESTIONING & DISCUSSION FOR THE COMMON CORE
Oct. 24th
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AGENDA Objectives Self-assessment 3B Overview CCSS Speaking and Listening Tools for Growing in 3B Extended Learning Options Exit slip
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OBJECTIVES
Teachers will be able to: Increase their knowledge of 3B: Using Questioning and Discussion Techniques
Understand the speaking and listening skills that Common Core requires of students
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OBJECTIVES Teachers will be able to:
Gain ideas and tools for improving questioning and discussion skills
Understand the relationship between student discussion and student engagement
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PRESENTER TEXT POLLING NOTES
• For today’s professional development, we are going to use a free Web 2.0 tool called Poll Everywhere that you can use with your classes.
• Through the course of our discussion, I’m going to ask for your opinion. You’ll use your phones to respond via text message just like on American Idol. This is a standard rate text message. We cannot see your phone numbers, and you’ll never receive follow-up text messages outside this presentation.
• If you do not have a phone with texting, you are welcome to respond with a neighbor’s device. You can also answer the questions on a website provided.
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HOW TO VOTE VIA TEXTING
Standard texting rates only (worst case US $0.20)
We have no access to your phone number
Capitalization doesn’t matter, but spaces and spelling do!
TIPS
EXAMPLE
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HOW TO VOTE VIA POLLEV.COM
Capitalization doesn’t matter, but spaces and spelling do
NO www in front of the address!
TIP EXAMPLE
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HOW TO VOTE VIA POLLEV.COM\SCHSWhile the presentation is going on, you can go to POLLEV.COM\SCHS and follow along with the questions. As the slide progresses to the appropriate page, you can answer without having to enter any numbers! Just make sure you only answer when the question pertains to you.
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NUMBER LINE SELF-ASSESSMENT #1
Where would you rate yourself?
Level of questions in my classroom
1 10
3 5 7
Most of my questions are low
level with one correct
answer
I ask a combination of high and low
level questions; Some are thoughtful
My students formulate many
high level
questions
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Poll: Last names A-F: Where would you rate you...
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Poll: Last names G-L: Where would you rate you...
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Poll: Last names M-P: Where would you rate you...
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Poll: Last names R-Z: Where would you rate you...
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NUMBER LINE SELF-ASSESSMENT #2
Where would you rate yourself?
Who is responsible for the discussion?
1 10
3 5 7
Answers are recited; I
mediate all questions
and answers
Some of my
students are
engaged in genuine
discussion
My students assume
responsibility for the discussion, including
topics
Student discussion is genuine;
I step aside when
appropriate
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Poll: Last names A-F: Where would you rate you...
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Poll: Last names G-L: Where would you rate you...
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Poll: Last names M-P: Where would you rate you...
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Poll: Last names R-Z: Where would you rate you...
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NUMBER LINE SELF-ASSESSMENT #3
Where would you rate yourself?
Participation of students in discussions
1 10
3 5 7
A few of my
students dominate
My students ensure that all
students participa
te
I attempt to engage everyone, but with limited success
All of my students
are engaged in
the discussion
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Poll: Last names A-F: Where would you rate you...
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Poll: Last names G-L: Where would you rate you...
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Poll: Last names M-P: Where would you rate you...
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Poll: Last names R-Z: Where would you rate you...
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NUMBER LINE SELF-ASSESSMENT
Which element of questioning and discussion do you most need to focus on?
Element
Your Self-Ratin
gQuality of Questions (#1)Discussion Techniques (#2)Student Participation (#3)
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Poll: Last Name A-F: Which element of question...
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Poll: Last Name G-L: Which element of question...
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Poll: Last Name M-P: Which element of question...
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Poll: Last Name R-Z: Which element of question...
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3B OVERVIEW: USING QUESTIONING & DISCUSSION TECHNIQUES
Part of the repertoire of all accomplished teachers Carefully framed questions encourage deeper student
engagement At higher levels of performance—all students are engaged
in true discussion with one each other, not just with their teacher
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3B OVERVIEW: USING QUESTIONING & DISCUSSION TECHNIQUES
Think of basketball, rather than ping pong
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QUALITY OF QUESTIONSProficient Distinguished
Most are high quality questions; teacher gives adequate wait time
Uniformly high quality questions; teacher gives adequate wait time
Questions are higher on Bloom’s Taxonomy
Teaching about nature of good questions
Wait time: 3-5 seconds after question
Sharing age-appropriate Taxonomy with students
Wait time: 3-5 seconds after student response
Regularly asking students to categorize the questions asked
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DISCUSSION TECHNIQUESProficient Distinguished
Genuine discussion, stepping aside when appropriate
Students assume responsibility, make unsolicited contributions
Invites students to respond to other students’ comments
Invites students to decide from an array of topics, reflect on lesson
Aims for Q&A between students
Asks students to prepare a 5-10 minute discussion
Tracks quantity & quality using a rubric
Students self-assess the quality of their contributions using a rubric
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STUDENT PARTICIPATIONProficient Distinguished
All students are engaged in the discussion
Students themselves ensure that all voices are heard
Uses techniques to regularly call on nonvolunteers
Teaches students techniques to call on nonvolunteers
Elicits participation through a variety of modes (kinesthetic, verbal, spatial)
Teaches students a system to track each other’s responses
Opportunities to participate in written form are provided
Encourages students to build on each other’s responses
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SECONDARY VIDEO
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SL.9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
VIDEO CLIP: MATH LESSON
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VIDEO CLIP DISCUSSION
1.What evidence demonstrated that students are driving their own learning?
2.How does the ability to analyze arguments for validity help students prepare for active roles in a 21st century society?
3.What would you have done differently if you were the teacher?
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SPEAKING AND LISTENING CCSS
1.Use the CCSS website to access the CCSS for English Language Arts. On p. 48, access the College & Career Readiness Anchor Standards for Speaking & Listening
2.Individually, read these standards and note key points.
3. In small groups, discuss how these standards connect and relate to either the video clip or VSET 3b.
4.Each group shares 1 point of connection with whole group.
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HIGH-IMPACT ANCHOR LITERACY STRATEGY:
During discussion, emphasize students supporting answers based upon evidence from the text.
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NOW WE WILL BREAK INTO DEPARTMENTS TO DISCUSS SOME TOOLS FOR IMPLEMENTATION AND HOW THIS IMPACTS YOUR DPP.
PLEASE REPORT DIRECTLY TO YOUR DEPARTMENT MEETING FOR A SMALL GROUP DISCUSSION.
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TOOLS FOR GROWTH IN 3B Each teacher should receive a copy of each of the
following tools: Questions to Help Promote Student Discussion Activities for Involving Students in Discussions Integrating Writing into Discussion Monitoring Participation in Classroom Discussion
Template/ExampleHow can each of these tools help us increase our level
of proficiency with the strategy?
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DPP COMPONENT PARTNERS Split into groups based
on the components you are focusing on with Deliberate Practice Plan domains/components.
Spend some time sharing your progress with one another.
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EXIT SLIPS We will be using Poll Everywhere for our
Exit Slips today so that you can see what a short answer poll would look like!
The only difference when you respond to a short answer question in Poll Everywhere is that you need to add a number to the beginning of your answer. We would also like you to add your name to the end of your answer.
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EXIT SLIP QUESTION
• What will you try because of what you learned today? Which tool could you try before the next Early Release PD?
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TEXT ANSWER TO 37607Department Add this number to your
message before your answer and your name!
English 104038 Your message and name
CTE 113948 Your message and name
ESE 114001 Your message and name
Math 114312 Your message and name
PE & ROTC 114365 Your message and name
Science 115441 Your message and name
Social Studies 115563 Your message and name
Visual/Performing Arts
51624 Your message and name
World Languages 51681 Your message and name
Non-Classroom Teachers
114010 Your message and name
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Poll: English: What will you try because of wh...
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Poll: CTE: What will you try because of what y...
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Poll: ESE: What will you try because of what y...
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Poll: Non-Classroom Teachers: What will you tr...
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Poll: Math : Math: What will you try because o...
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Poll: PE & ROTC: What will you try because of ...
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Poll: Science: What will you try because of wh...
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Poll: Social Studies: What will you try becaus...
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Poll: Visual/Performing Arts: What will you tr...
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Poll: World Languages: What will you try becau...
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EXTENDED LEARNING OPTIONS: WEBINARTo access the follow-up webinar referenced during last month’s training:1.Log into VIMS2.On the front page, locate the box entitled “Early Release Follow-up Optional Webinars”3.Click on appropriate webinar link4.You can also access this webinar through MyPGS on the CCSS Online Help tab
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EXTENDED LEARNING OPTIONS: ACTION RESEARCH Information on the optional Action
Research Project available for use with Deliberate Practice Plans can be found in the same two sites
Click on: Optional Extended Learning Activities Document or Optional Action Research Project
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EXTENDED LEARNING OPTIONS: EARNING INSERVICE POINTS
Keep your work in a folder. End of 3rd 9 weeks:
Common Core Contacts request work folders, review them for completion of activities, and determine points.
Individuals can receive partial points.