As I look at many of the available web resources out there on questioning, I just can’t find one clearer or more to the point than this one from the Tulare County Office of Education. The best part is about halfway down the page, and is titled, “ELA CCSS Bookmarks.” The tittle is fitting I think, because just like when you bookmark a page- what you need is right there. All you need to do is click on your grade level and an amazing pdf opens with a Cliffs Notes style version (my favorite) of the English Language Arts Common Core Standards. Among other helpful pieces of information, for each standard two very important things are listed: Continue reading “My Favorite Questioning Resource”
1. What will you ask? Plan your questions in advance. Know your objective and plan questions that will support students’ deep understanding around that objective.
2. When will you ask? If you plan to ask two questions during a read aloud, sticky note them in the text. Maybe you are interested in students discussing their opinion about a topic you will dig deeply into during class. You may want to ask once in the beginning of class, and again toward the end of class.
3. Encourage thinking. One sure fire way to avoid critical thinking is to ask a question, and immediately begin accepting rapid fire answers from a sea of waving fingertips you’re pretty sure are attached to students in your class. How will you ensure students think before they speak? Will you give them 30 seconds of silent think time? Will you ask them to stop and jot on a sticky?
4. Honor their ideas. So, you’ve created a situation where all 25 of your students have stopped and really thought about how a pink square of chewing gum would change after 10 minutes of saliva rich, horse-like chomping. They thought!! There was smoke coming out of their ears, their sticky-notes are full and their sitting at the edge of their seats! Now what? Which two students will share in the 3 minutes you have? How will your choice impact student motivation the next time you ask a question? Consider a participation structure from the New Teacher Center’s Oral Language Development Website like a Turn and Talk or a Write-Pair-Share, with the idea that those who are doing the talking are doing the learning. (No pressure!!)
5. Encourage Listening. One of the reasons discussion is such an important skill, is because as life-long learners, we seize the opportunity to learn from someone each time we engage in a discussion. If we truly want our students to learn to do the same, we must teach them to listen. (I laugh every the teacher in the the Turn & Talk video describes what turn & talk looked like in September~ she is SO right!!) One way, is to encourage students to share out after they discuss in partnerships or small groups. Here’s the secret, “Boys & Girls, I’d like you to think about what interesting, new ideas your partner shared with you during the conversation you just had. Who heard something they hadn’t yet considered and would like to share with the class?”
I can’t wait to hear how your Monday goes! Remember, we’re thinking about one domain each week. All of this deep thinking around questioning & discussion will take about 5- minutes of actual instructional time… Play with it all week- make it your own- adapt it for your students… I wonder how different if will look by Friday!
Dear Fellow Teachers,
Let’s roll up our sleeves, take some risks and be proud of the outcomes! It’s February and by now you have a good idea where you want to focus your attention. Maybe you’ve been observed by a colleague or administrator and you have some actual feedback to guide you (yes!!) or maybe you’ve known for months and have finally dug yourself out of that pile of paperwork and are ready to go!
However you got to this place of wanting to grow- I’m glad you did. All we need is some focus and a little bit of persistence and together we will make change happen! Over the next four weeks, I will post practical tips you can use right away to make change happen in your classroom! We will focus on a different area each of the four weeks, and connect the work directly to the RI Teacher Evaluation System (based on the domains of Danielson’s Framework for Teaching). We will self-assess, implement a strategy and reflect. Any comments or feedback you leave will help me to generate the next post. I will respond to your needs… Based on teacher requests, we will start with Questioning/ Prompts and Discussion Techniques.
There are lots of rubrics out there! Here are two you can use to self-assess, reflect and set a purpose for our work together around questioning!
Let’s support each other and celebrate success using feedback, comments, Facebook & Twitter. Subscribers will receive additional tips along the way, so if you haven’t already subscribed- make today the day!
So excited to get started!!
Thank you for attending today’s work session on using centers in the primary classroom!
Here are the links and documents I promised you. I hope you find them helpful. My favorite website for literacy centers is the Florida Center for Reading Research. It is amazing because the skills are organized by grade level and common core standard. To create math centers I always visit Mathematics Coaching Consortium and K-5 Math Teaching Resources. What I love about visiting these sites is that I get a crystal clear picture of what the skill I am trying to teach looks like at a variety of grade levels. Here are some of the documents we used in today’s session. The first video we watched is one of my favorites from The Teaching Channel and is called Creating A Safe and Positive Classroom. I would love to know what you thought of today’s session and how implementing centers in your classroom is impacting student learning! Let me know by leaving a comment!
What would parents think if they knew?
I find that the majority of first year teachers I support teach in multi-age, self-contained special education classrooms. Many of the challenges they face are unique to this setting and predictable to administrators and veteran teachers in the school. Many of these challenges are also driving potentially long term and high quality special educators out of these settings and into other positions.
There are two major issues of equity that I see as prohibiting these programs from being the vehicle by which students’ transition back into the general education setting is supported and encouraged.
Access to Curriculum
There are two issues within access to curriculum. First- teacher expertise. I have yet to see a school or district find a way to provide the same professional development opportunities to the classroom teacher with students in grades 5-8 in his room as provided to the sixth grade math and science teacher next door. By professional development, I mean more than just the once or twice yearly content and strategy workshops (although that would be a start). The sixth grade math and science teachers meet bi-weekly as a cohort to plan, develop common assessments, problem solve around student misconceptions and work together to design ways to skillfully differentiate instruction by scaffolding a challenging topic in next week’s lessons. Throughout their time together, these teachers reflect, build on experiences, analyze student work and support each other. The good news for the students in sixth grade general education math and science classes is that they will reap the benefits of their teachers’ work for years to come. The level of expertise of these educators continues to grow as they interact as a community of professionals. This is an excellent example of teachers leading their own professional development. They’ll likely pass along any materials they created to Tim, the self-contained special educator, and someone will probably stop in his room to recap the learning… but just like in a classroom where 21st Century Skills are paramount, the growth and development of the learners is a result of actively participating in the learning experience, not just accessing the paper and pencil product. All of these teachers have the best of intentions. Continue reading “Are we asking too much? Who’s getting Shortchanged?”
Good Morning & Happy Halloween!
If you’re reading this, you have power somewhere… and that’s great news for you and your students. They are so lucky to have you today. I want to share a quick thought with you before your day goes into overdrive and you are lost in the responsibilities and assessments and deadlines of the noble profession we are all so lucky you joined.
Today is a different kind of day. Today you need to know your students more than other days. Today (mixed with the drama & excitement of October 31), you will have a student in your class who didn’t sleep last night because he was on Grandma’s couch, because his parents were pumping her basement. Some of your students haven’t showered or eaten a good meal in days and that’s precisely why their parents sent them to school. So, when Johnny tells you his backpack is in Auntie Sue’s car… today~ let’s assume it is. Today’s not the day for: “This was your last chance to get your homework in.” Today’s one of the many days that you will juggle curriculum, a schedule, your own evaluation and parent communication… and you will put it all aside to address your students’ basic needs… you will be balancing the art and science of teaching. You will put compassion first while giving your students the structure they crave… And you’ll pull it off with a smile!
Thank you for being in front of these students today. I’ve been thinking a lot about the horrible flood a few years back that took so many of my students’ homes. That was a difficult time- students moved for months. School, for so many, was the only stable part of life that year. I hope Sandy was kind to their families- they went through so much then. I’m relieved that the students who are struggling at this time have amazing teachers like you in front of them. The work you do is beyond important & I am thrilled that you have chosen to do it.