questioning & discussion for the common core

QUESTIONING & DISCUSSION FOR THE COMMON CORE

Oct. 24th

AGENDA Objectives Self-assessment 3B Overview CCSS Speaking and Listening Tools for Growing in 3B Extended Learning Options Exit slip

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

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

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.

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

HOW TO VOTE VIA POLLEV.COM

Capitalization doesn’t matter, but spaces and spelling do

NO www in front of the address!

TIP EXAMPLE

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.

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

Poll: Last names A-F: Where would you rate you...

Poll: Last names G-L: Where would you rate you...

Poll: Last names M-P: Where would you rate you...

Poll: Last names R-Z: Where would you rate you...



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







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





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)

Poll: Last Name A-F: Which element of question...

Poll: Last Name G-L: Which element of question...

Poll: Last Name M-P: Which element of question...

Poll: Last Name R-Z: Which element of question...

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

3B OVERVIEW: USING QUESTIONING & DISCUSSION TECHNIQUES

Think of basketball, rather than ping pong

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

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

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

SECONDARY VIDEO

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

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?

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.

HIGH-IMPACT ANCHOR LITERACY STRATEGY:

During discussion, emphasize students supporting answers based upon evidence from the text.

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.

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?

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.

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.

EXIT SLIP QUESTION

• What will you try because of what you learned today? Which tool could you try before the next Early Release PD?

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

Poll: English: What will you try because of wh...

Poll: CTE: What will you try because of what y...

Poll: ESE: What will you try because of what y...

Poll: Non-Classroom Teachers: What will you tr...

Poll: Math : Math: What will you try because o...

Poll: PE & ROTC: What will you try because of ...

Poll: Science: What will you try because of wh...

Poll: Social Studies: What will you try becaus...

Poll: Visual/Performing Arts: What will you tr...

Poll: World Languages: What will you try becau...

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

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

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.

Documents

questioning & discussion for the common core