What was the Question?

Differentiating Questioning for Students with Disabilities

Introductions

Elizabeth Mitcham, Exceptional Children’s Teacher, Community House Middle School, Charlotte Mecklenburg Schools

elizabeth.mitcham@cms.k12.nc.us

http://elizabethmitcham.cmswiki.wikispaces.net/

Dawn Farrington, Itinerant Coordinating Teacher, Charlotte Mecklenburg Schools

dawn.farrington@cms.k12.nc.us

Session Objectives

• Participants will understand a variety of methods and styles to question students with disabilities.

• Participants will apply differentiated questioning styles to allow students to demonstrate knowledge of Common Core Standards and fundamental skills necessary to master the curriculum.

• Participants will create a set of differentiated questions for a specific unit of study based on the Common Core Standards for their content area.

Teacher Evaluation• IIc. Teachers treat students as individuals. • IId. Teachers adapt their teaching for the benefit of

students with special needs.

• IIIb. Teachers know the content appropriate to their

teaching specialty.

• IIId. Teachers make instruction relevant to students. • IVa. Teachers know the ways in which learning takes

place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Teacher Evaluation

• IVb. Teachers plan instruction appropriate for their students.

• IVc Teachers use a variety of instructional methods.

• IVe. Teachers help students develop critical-thinking and problem-solving skills.

Teacher Evaluation

• IVg. Teachers communicate effectively.

• IVh. Teachers use a variety of methods to assess what each student has learned.

• Va. Teachers analyze student learning.

• Vc. Teachers function effectively in a complex, dynamic environment.

Agenda

Differentiated Strategies Symbol Organizer Common CoreCommon Practices SortPlanning for InstructionInside the ClassroomAssessing Student Learning

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• Differentiating the way students are questioned allows them to access information and demonstrate content

knowledge.

Think of the correct method of

questioning as typing the exact file

name into your computer.

100% Response

• Tell me something you know about Common Core.

Repeats are acceptable.

http://www.youtube.com/watch?v=jxefsLG2eps&feature=bf_prev&list=UUF0pa3nE3aZAfBMT8pqM5PA&lf=plcp

What are the Common Core State Standards?

Aligned with college and work expectations

Focused and coherent

Include rigorous content and application of knowledge through high-order skills

Build upon strengths and lessons of current state standards

Internationally benchmarked so that all students are prepared to succeed in our global economy and society

Based on evidence and research

State led – coordinated by NGA Center and CCSSO

Design and OrganizationThree Main Sections

• K−5 (cross-disciplinary)

• 6−12 English Language Arts

• 6−12 Literacy in History/Social Studies,

Science, and Technical Subjects

Shared responsibility for students’ literacy development

Design and Organization

Four Strands

• Reading (including Reading Foundational Skills)• Writing• Speaking and Listening• Language

An integrated model of literacy

Media requirements blended throughout

Anchor standardsOrganizing Elements

Common Core State Standards

• CCSS recognizes the importance of students becoming questioners

• Explicit references to students as questioners continues through grade four

• Implicit in Standard 1 throughout all grades is the role of readers as generators of text questions

• “Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RL & RI.4.1, p. 12 & 14).

• As students move from grades five through twelve, Standard 1 changes only in regard to textual citations readers use in generating and responding to questions.

Common Core State Standards

Common Core State Standards

• What the CCSS does not provide are guidelines for building this lifelong skill in learners.

• The ability to ask good questions is a skill that can be taught and learned.

Questioning Basics

•Questioning strategies are useful to teachers for effectively planning class participation activities, for designing homework assignments, and for writing exams.

•Good questioning helps teachers and students get to the “core” of Common Core standards.

Questioning Basics

•Teachers can use questioning to:•to diagnose student strengths and weaknesses.

•to encourage involvement of passive learners.

•to help students form the habit of reflection.

•to provide student feedback.

•to increase students' incentive to inquire.

Model Effective Questioning

•Consider your own questioning techniques.

•Utilize questioning in ‘think alouds’.

•Display good questions.

•Design activities that prompt critical and creative thinking.

Create the desire to know.

Build a shared language for questioning.

Celebrate questions.

Value and assess questioning.

Questioning Smarts, Carol Koechlin

Open Sort: Differentiation

• Sort the words/phrases on your BLUE handout into categories.

• Talk with a peer about a name for each category.

Assessing the Sort…

Content Process Product

oMaterials at a lower grade leveloLowering the lexileoEliminating contentoNot grading assignmentsoAssigning decreased point valuesoEliminating workoUsing basic vocabularyoSelecting only knowledge or application activities

Peer ModelingDemonstratingScaffolded MaterialsAssessing Text ComplexityCompactingEnrichingActivities by learning styleCollaborative GroupingFlexible SchedulingIntegration of Content

Multiple measures of learningUsing a modified rubricChunking assignmentsChoice activitiesProviding exemplarsCollaborative AssessmentAligning assessments with IEP goalsProvide additional opportunities to demonstrate knowledge

Closed Sort: QUESTIONING

Content Process Product

Eliminate the Repeats

• Give me a

if you hear any repeats….

Planning for Instruction

Assessing Student Readiness

This drives what you teach!!• Create a K(WL) Chart• Give 3 Sticky Notes• 4-corners• Poll Everywhere• Flip Classroom

Planning for Instruction

• Plan ?’s in advance necessary for student mastery

• Consider response modes that are more successful

• Make connections between content and student interest

• Consider student learning styles and individual strengths

• Decide which parts of the content are essential and WHY

Inside the Classroom• Use different levels of Blooms/Marzano’s to ask the same

question• Allow multiple modes of responding• Never Abandon Purposeful Questioning• Acknowledge Correct Key Words/Phrases given by the

student• Allow student to finish their complete thought• Allow them to peer conference clarify their answer• Supported Responding (Numbered Heads)• Force Some Level of Response (choral, non-verbal,

choice)

The Boiled Frog The Boiled Frog

They say that if you put a frog into a pot of boiling water, it will leap out right away to escape the danger.

But, if you put a frog in a kettle that is filled with

water that is cool and pleasant, and then you gradually heat the kettle until it starts boiling, the frog will not become aware of the threat until it is too late. The frog's survival instincts are geared towards detecting sudden changes.

Questioning Smarts, Carol Koechlin

Inside the Classroom-Using Bloom’sKnowledge Where do frogs live? What triggers the survival instincts

of a frog?Comprehension Would a frog sense danger in warm water? What

is the message of this story?Application How would a frog react if it landed on a very hot rock?

A patch of ice? How could this fable be told in drama?Analysis Why do you think the frog does not sense the danger in

slowly warming water? How is a frog like a smoke alarm?Synthesis How does this message relate to us and our

environment? How could we train frogs to react differently to increased temperatures?

Evaluation Are the frog’s survival instincts adequate for life in Ohio state? Why might this be an important story?

Numbered Heads Together

Turn and Teach

• Turn to your partner and talk for 45 seconds about what you have learned so far.

• Partner 2 talks for 45 seconds without repetition

Assessing Student Learning

More than just making it easier

• Assigning Roles

• R.A.F.T.

• TIC TAC TOE Assessments

• Tableaus

• WebQuests

• Numbered Heads Together

• Written Response Choice

Lesson Close

• Summarize New Content

Agenda

Brain Break- The Great Wind BlowsModel Lesson PlanGallery WalkPeer-to-Peer CloseQ & A

How are you feeling about differentiated questioning?

• During this 5 minute break, find the appliance that best describes how you are feeling about differentiated questioning strategies and their implementations in your classroom.

• Talk with others about why you made your selection.

The Great Wind Blows…

Classroom Clip: 7th grade ELA at Community House Middle School, Charlotte-Mecklenburg Schools

From Tutor Scripts to Talking Sticks, Paula Kluth

Model Lesson Plan

Gallery Walk

• Take small sticky notes with you and go to a lesson plan poster.

• You will have 2 minutes to add any questioning strategies that you can to differentiate the lesson.

• You will visit every poster.

• You will gallery walk through all the plans to see your classmates’ comments.

Give One, Get One

• On a sticky note, write the name of the strategy that you are excited to implement and how you believe it will immediately impact student learning and engagement in your classroom.

Q & A

• Please contact us with any questions

• Thank you for coming

• We hope you learned something that will have an immediate and lasting impact on student learning in your building.