the professional practices rubric teacher content knowledge questioning academic feedback

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The Professional The Professional Practices RubricPractices Rubric

Teacher Content KnowledgeTeacher Content Knowledge

Questioning Questioning Academic FeedbackAcademic Feedback

Eagle County SchoolsEagle County Schools

March 4, 2009March 4, 2009

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The Professional Practices The Professional Practices RubricRubric

Welcome to the third installment of Welcome to the third installment of workshops on the ECS Professional workshops on the ECS Professional Practices Rubric (PPR).Practices Rubric (PPR).

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ScheduleScheduleDay 1,Day 1, Wednesday, Wednesday,

December 3December 3 Standards and ObjectivesStandards and Objectives Lesson Structure and Lesson Structure and

PacingPacing Teacher Knowledge of Teacher Knowledge of

StudentsStudents GroupingGroupingDay 2Day 2, Wednesday, February , Wednesday, February

44 Learning Activities and Learning Activities and

MaterialsMaterials Presenting Instructional Presenting Instructional

ContentContent Motivating StudentsMotivating Students

Day 3,Day 3, Wednesday, March 4Wednesday, March 4 Teacher Content Teacher Content

KnowledgeKnowledge Academic FeedbackAcademic Feedback QuestioningQuestioning

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Norms/ProtocolNorms/Protocol

Cell Phones, Email, Personal NeedsCell Phones, Email, Personal Needs ParticipateParticipate Questions/Parking LotQuestions/Parking Lot

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A reminder . . . A reminder . . . Professional Practices RubricProfessional Practices Rubric

Designing and Planning InstructionDesigning and Planning Instruction Instruction PlansInstruction Plans Student WorkStudent Work AssessmentAssessment

InstructionInstruction Standards and ObjectivesStandards and Objectives Teacher Content KnowledgeTeacher Content Knowledge Teacher Knowledge of StudentsTeacher Knowledge of Students Learning Activities and MaterialsLearning Activities and Materials Presenting Instructional ContentPresenting Instructional Content Lesson Structure and PacingLesson Structure and Pacing Academic FeedbackAcademic Feedback QuestioningQuestioning Motivating StudentsMotivating Students Grouping StudentsGrouping Students Thinking Thinking Problem SolvingProblem Solving

Learning EnvironmentLearning Environment ExpectationsExpectations Managing Student BehaviorManaging Student Behavior Physical EnvironmentPhysical Environment Respectful CultureRespectful Culture

ResponsibilitiesResponsibilities Interpersonal RelationshipsInterpersonal Relationships ProfessionalismProfessionalism Professional DevelopmentProfessional Development School ResponsibilitiesSchool Responsibilities Community InvolvementCommunity Involvement Reflecting on TeachingReflecting on Teaching

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Agenda: Agenda: 8:00 – 8:30 8:00 – 8:30 Introduction, Ice-Breaker Introduction, Ice-Breaker Activity Activity 8:30 – 11:30 8:30 – 11:30 QuestioningQuestioning11:30 – 12:3011:30 – 12:30 LunchLunch12:30 – 1:3012:30 – 1:30 Teacher Content KnowledgeTeacher Content Knowledge1:30 – 4:001:30 – 4:00 Academic FeedbackAcademic Feedback

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Objective:Objective: Deepen your understanding of the Deepen your understanding of the

indicators: indicators: Questioning Questioning Teacher Content Knowledge Teacher Content Knowledge Academic FeedbackAcademic Feedback

Be able to use what you have Be able to use what you have learned in your own practice.learned in your own practice.

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ANTICIPATORY SETANTICIPATORY SETIce Breaker Activity: Tic-Tac-ToeIce Breaker Activity: Tic-Tac-Toe

Answer each of the questions on the page, independently.Answer each of the questions on the page, independently.

Try to get a “tic-tac-toe” by finding people who have similar answers to Try to get a “tic-tac-toe” by finding people who have similar answers to yours…yours…you must be able to justify how the answers are similar! you must be able to justify how the answers are similar!

Have each person you find with a “similarity” initial in the square, and Have each person you find with a “similarity” initial in the square, and make a note of the similarity, until you have 3 in a row, diagonally, make a note of the similarity, until you have 3 in a row, diagonally, vertically or horizontally.vertically or horizontally.

The first person with “tic-tac-toe” wins (must share the three questions, The first person with “tic-tac-toe” wins (must share the three questions, the names of people who initialed, and the similarity).the names of people who initialed, and the similarity).

Return to tables and share, in partners or table group, any other Return to tables and share, in partners or table group, any other interesting answers/similarities. interesting answers/similarities.

(15 min.)(15 min.)

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•Displays extensive content knowledge of the primary Displays extensive content knowledge of the primary subject she or he teaches.subject she or he teaches.

•Implements a variety of subject-specific instructional Implements a variety of subject-specific instructional strategies to enhance student content knowledge.strategies to enhance student content knowledge.

•Highlights key concepts and ideas, and uses them as Highlights key concepts and ideas, and uses them as bases to connect other idea.bases to connect other idea.

•Limited content is taught in sufficient depth to allow Limited content is taught in sufficient depth to allow for the development of understanding.for the development of understanding.

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•Efforts to improve mathematics instruction have Efforts to improve mathematics instruction have called attention to the need for teachers to have the called attention to the need for teachers to have the robust knowledge of mathematics and mathematical robust knowledge of mathematics and mathematical pedagogy needed for teaching precisely and rigorously pedagogy needed for teaching precisely and rigorously (e.g., Ball, Hill, & Bass, 2005; Ma 1999)(e.g., Ball, Hill, & Bass, 2005; Ma 1999)

•More than just possessing mathematical knowledge, More than just possessing mathematical knowledge, teachers must have teachers must have mathematical knowledge for mathematical knowledge for teachingteaching: “knowledge of mathematical ideas, skills of : “knowledge of mathematical ideas, skills of mathematical reasoning and communication, fluency mathematical reasoning and communication, fluency with examples and terms and thoughtfulness about the with examples and terms and thoughtfulness about the nature of mathematical proficiency.”nature of mathematical proficiency.”

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Hill, Rowan, and Ball (2005) found that Hill, Rowan, and Ball (2005) found that Mathematical Knowledge for Mathematical Knowledge for Teaching Teaching predicts gains in student predicts gains in student achievement.achievement.

Further, they found that the effect of Further, they found that the effect of teacher knowledge on student gains teacher knowledge on student gains was similar to the effect of SES (socio-was similar to the effect of SES (socio-economic status) on students’ gains.economic status) on students’ gains.

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Text ProtocolText Protocol Form groups of 4 with teachers in Form groups of 4 with teachers in

similar teaching situationssimilar teaching situations Using the “Using the “Four A’s Text Protocol”Four A’s Text Protocol”

review pages 137 and 138 in the PPR review pages 137 and 138 in the PPR HandbookHandbook

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What are the implications for our What are the implications for our work at home, with staff, parents, work at home, with staff, parents, community, and students?community, and students?

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On a scrap sheet of paper please On a scrap sheet of paper please answer the “Suggested Coaching answer the “Suggested Coaching Questions on Teacher Content Questions on Teacher Content Knowledge”Knowledge”

Think/Pair/ShareThink/Pair/Share

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Discuss ways to prevent curriculum Discuss ways to prevent curriculum content from being isolated, content from being isolated, fragmented, unrelated bits of fragmented, unrelated bits of information?information?

Consider the phrase “sage on the Consider the phrase “sage on the stage” as a teacher descriptor. stage” as a teacher descriptor. Predict student involvement in this Predict student involvement in this kind of classroom. What changes are kind of classroom. What changes are necessary for better learning results?necessary for better learning results?

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TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”

Collaborative

Independent “You do it alone”

A Structure for Instruction that Works

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In some classrooms …In some classrooms …TEACHER RESPONSIBILITY


Focus Lesson “I do it”

Independent

“You do it alone”

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In some classrooms …In some classrooms …TEACHER RESPONSIBILITY


Independent

“You do it alone”

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And in some classrooms …And in some classrooms …TEACHER RESPONSIBILITY


Focus Lesson

Guided Instruction

“I do it”

“We do it”

Independent“You do it alone”

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TEACHER RESPONSIBILITY


Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”

Collaborative

Independent “You do it alone”

A Structure for Instruction that Works

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Questioning DescriptorsQuestioning Descriptors

Teacher questions are varied and high quality, providing an appropriate Teacher questions are varied and high quality, providing an appropriate number and mix of:number and mix of:

knowledge and comprehension,knowledge and comprehension, application and analysis, andapplication and analysis, and creation and evaluation.creation and evaluation.

Questions are consistently purposeful and coherent.Questions are consistently purposeful and coherent. Questions are consistently sequenced with attention to the instructional goals.Questions are consistently sequenced with attention to the instructional goals. Questions regularly require active responses (Questions regularly require active responses (e.g., whole class signaling, e.g., whole class signaling,

choral responses, written and shared responses, or group and individual choral responses, written and shared responses, or group and individual answers)answers)..

Adequate wait time is consistently provided.Adequate wait time is consistently provided. The teacher calls on volunteers and non-volunteers and a balance of students The teacher calls on volunteers and non-volunteers and a balance of students

based on ability and gender.based on ability and gender. Students generate questions that lead to further inquiry and self-directed Students generate questions that lead to further inquiry and self-directed

learning.learning.

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““Feeding students endless content to Feeding students endless content to remember (that is, declarative sentences remember (that is, declarative sentences

to remember) is akin to repeatedly to remember) is akin to repeatedly stepping on the brakes in a vehicle that is, stepping on the brakes in a vehicle that is,

unfortunately, already at rest. Instead, unfortunately, already at rest. Instead, students need questions to turn on their students need questions to turn on their

intellectual engines and they need to intellectual engines and they need to generate questions from our questions to generate questions from our questions to

get their thinking to go somewhere. get their thinking to go somewhere. Thinking is of no use unless it goes Thinking is of no use unless it goes

somewhere, and again, the questions we somewhere, and again, the questions we ask determine where our thinking goes.”ask determine where our thinking goes.”

““Critical Thinking Handbook: Basic Theory and Instructional Structures,” Critical Thinking Handbook: Basic Theory and Instructional Structures,” Foundation for Critical Thinking, R. Paul and L. Elder, rev. 2000Foundation for Critical Thinking, R. Paul and L. Elder, rev. 2000

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Research states…Research states…

……over a school year, the norm in K-over a school year, the norm in K-12 classrooms is one student-12 classrooms is one student-generated question per student per generated question per student per month (Dillon, 1988).month (Dillon, 1988).

……teachers are producing 84 teachers are producing 84 questions for every two student-questions for every two student-produced questions during any given produced questions during any given K-12 classroom hour (various K-12 classroom hour (various researchers).researchers).

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Pre-Assessment & Technology Pre-Assessment & Technology ConnectionConnection

Questionnaire: “What Do I Know?”Questionnaire: “What Do I Know?”

Using your thumbs answer each Using your thumbs answer each question:question:

Up Up = Yes= Yes Sideways = MaybeSideways = Maybe DownDown = No= No

Document Camera as formative Document Camera as formative assessment toolassessment tool

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I KNOW…I KNOW…

1.1. There are many different types of questions.There are many different types of questions.

2.2. The five basic “W” types of questions.The five basic “W” types of questions.

3.3. The 6 levels of Bloom’s type questions.The 6 levels of Bloom’s type questions.

4.4. The appropriate times to use specific The appropriate times to use specific question types.question types.

5.5. That the way I ask a question can influence That the way I ask a question can influence the type and quality of the answer I receive.the type and quality of the answer I receive.

6.6. The difference between an open and a The difference between an open and a closed question.closed question.

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I THINK OR BELIEVE THAT…I THINK OR BELIEVE THAT…

7. Asking questions comes naturally and is 7. Asking questions comes naturally and is not a skill that needs to be developed.not a skill that needs to be developed.

8. That asking good questions is an 8. That asking good questions is an important skill I should develop further.important skill I should develop further.

9. That I can improve my question-asking 9. That I can improve my question-asking ability.ability.

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I UNDERSTAND…I UNDERSTAND…

10. That it is important to pay attention to 10. That it is important to pay attention to timing when asking questions.timing when asking questions.

11. That question asking is a process, not 11. That question asking is a process, not an isolated incident.an isolated incident.

12. That a question is a powerful, multi-12. That a question is a powerful, multi-purpose communication tool.purpose communication tool.

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REFLECTION…REFLECTION… The results are in…how did we answer the The results are in…how did we answer the

questions, as a group? Are there any noticeable questions, as a group? Are there any noticeable patterns?patterns?

Where are we in our understanding of Where are we in our understanding of QUESTIONING?QUESTIONING?

What is the relationship between asking good What is the relationship between asking good questions and increasing student learning?questions and increasing student learning?

QUESTION WALL - write any questions you currently QUESTION WALL - write any questions you currently have about QUESTIONING on a sticky note, and add have about QUESTIONING on a sticky note, and add it to the question wall.it to the question wall.

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Comprehension Strategy Comprehension Strategy “ “FRISBEE TOSS”FRISBEE TOSS”

Read pp. 151-153, “Instruction - Questioning” Read pp. 151-153, “Instruction - Questioning” from the PPR, from the PPR, and and pp. 1-3 of “Developing pp. 1-3 of “Developing Questioning Skills.”Questioning Skills.”

As you read, highlight any relevant and/or As you read, highlight any relevant and/or new information.new information.

When you are finished reading: FRISBEE When you are finished reading: FRISBEE TOSS ACTIVITYTOSS ACTIVITY

QUESTION WALL - add any new questions to QUESTION WALL - add any new questions to the question wall.the question wall.

Read pp. 151-153, “Instruction - Questioning” Read pp. 151-153, “Instruction - Questioning” from the PPR, from the PPR, and and pp. 1-3 of “Developing pp. 1-3 of “Developing Questioning Skills.”Questioning Skills.”

As you read, highlight any relevant and/or As you read, highlight any relevant and/or new information.new information.

When you are finished reading: FRISBEE When you are finished reading: FRISBEE TOSS ACTIVITYTOSS ACTIVITY

QUESTION WALL - add any new questions to QUESTION WALL - add any new questions to the question wall.the question wall.

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Frisbee TossFrisbee Toss

• I will give you a question/prompt.I will give you a question/prompt.• Write/draw your response on the paper plate, Write/draw your response on the paper plate,

in the time given.in the time given.• When I give the signal, pick up your When I give the signal, pick up your

pen/pencil and gently toss the Frisbee into pen/pencil and gently toss the Frisbee into the marked area.the marked area.

• Then, when I give the signal, pick up a new Then, when I give the signal, pick up a new Frisbee from the marked area.Frisbee from the marked area.

• Repeat the process until all the questions Repeat the process until all the questions have been answered.have been answered.

• When all questions are answered, bring your When all questions are answered, bring your last Frisbee to the circle, and discuss the last Frisbee to the circle, and discuss the group answers (group answers (Brain Dump).Brain Dump).

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1.1. List as many facts from the reading as you can in 20 seconds. List as many facts from the reading as you can in 20 seconds. (Knowledge - recall)(Knowledge - recall)

2.2. Select one quality of “good questioning”. Generalize by writing Select one quality of “good questioning”. Generalize by writing one or two sentences to describe the quality. You have 2 one or two sentences to describe the quality. You have 2 minutes. (Comprehension - generalize)minutes. (Comprehension - generalize)

3.3. Illustrate a selection from the reading(s) that demonstrates one Illustrate a selection from the reading(s) that demonstrates one component of good questioning. 2 min. (Application - component of good questioning. 2 min. (Application - demonstrate)demonstrate)

Higher Level Questions/Prompts for Reflective Responses:Higher Level Questions/Prompts for Reflective Responses:

4.4. Give at least 3 examples of the way “factual” questions differ Give at least 3 examples of the way “factual” questions differ from “critical thinking” questions. 3-4 minutes (Analysis - from “critical thinking” questions. 3-4 minutes (Analysis - contrast)contrast)

5.5. If you could change something (add/remove/adjust) about the If you could change something (add/remove/adjust) about the “Questioning Indicator” on the PPR, what would it be? “Questioning Indicator” on the PPR, what would it be? Write/illustrate the change. 3-5 minutes (Synthesis - modify)Write/illustrate the change. 3-5 minutes (Synthesis - modify)

6.6. What was the most valuable part of the reading, for you? 2 What was the most valuable part of the reading, for you? 2 minutes (Evaluate - value)minutes (Evaluate - value)

““Frisbee” QuestionsFrisbee” Questions

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PARROT (video)PARROT (video)

As you watch the video, think about…As you watch the video, think about…

What types/levels of questions is the parrot being What types/levels of questions is the parrot being asked?asked?

How might the parrot be similar to/different from How might the parrot be similar to/different from students in your classroom? (aside from the students in your classroom? (aside from the obvious)obvious)

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Questioning Activities vs. Parrot:Questioning Activities vs. Parrot: Were the questions varied? Explain.Were the questions varied? Explain.

Did the questions provide an appropriate number & mix of Did the questions provide an appropriate number & mix of knowledge, comprehension, application, analysis, knowledge, comprehension, application, analysis, creation/synthesis, and evaluation creation/synthesis, and evaluation questions? Why/why not?questions? Why/why not?

Were the questions purposeful? Explain.Were the questions purposeful? Explain.

Were activities/questions consistently sequenced with attention to Were activities/questions consistently sequenced with attention to instructional goals? Explain.instructional goals? Explain.

Did activities/questions regularly require active response from Did activities/questions regularly require active response from volunteers & non-volunteers? Why is this important?volunteers & non-volunteers? Why is this important?

Was adequate wait-time provided? Why/why not?Was adequate wait-time provided? Why/why not?

Did the activities/questions lead to further inquiry/questions? Did the activities/questions lead to further inquiry/questions? Explain.Explain.

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Questioning to Stimulate Learning Questioning to Stimulate Learning and Thinkingand Thinking

QUILT MODELQUILT MODEL

Questioning andQuestioning and Understanding toUnderstanding to ImproveImprove Learning andLearning and ThinkingThinking

-PD 360 – Discussion Questions-PD 360 – Discussion Questions

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Group Discussion & Activity to Process Group Discussion & Activity to Process ContentContent

As you view the video, consider the discussion As you view the video, consider the discussion questions (handout - “pd360 Discussion questions (handout - “pd360 Discussion Questions”)Questions”)

You will receive a piece of a puzzle. You will receive a piece of a puzzle. Find people with the other pieces of your puzzle Find people with the other pieces of your puzzle

to form a group.to form a group. Questions will be assigned to each group.Questions will be assigned to each group.

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Group Discussion & Activity to Process Group Discussion & Activity to Process ContentContent

Group “Academic Feedback”Group “Academic Feedback”

What role do questions play in the learning What role do questions play in the learning process?process?

Why is it important for students to learn to Why is it important for students to learn to develop and share stimulating questions?develop and share stimulating questions?

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Group “Content Knowledge”Group “Content Knowledge”

What beliefs about students and learning are What beliefs about students and learning are reflected in the kinds of questions teachers ask reflected in the kinds of questions teachers ask during instructional time? How will a change during instructional time? How will a change in beliefs effect the way a teacher formulates in beliefs effect the way a teacher formulates questions for student learning?questions for student learning?

What is the connection between Bloom’s What is the connection between Bloom’s Taxonomy and questions designed to improve Taxonomy and questions designed to improve student thinking?student thinking?

Group Discussion & Activity Group Discussion & Activity to Process Content cont.to Process Content cont.

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Group “Questioning”Group “Questioning”

““Student questions determine student Student questions determine student learning.” Discuss the meaning of this quote learning.” Discuss the meaning of this quote and support your ideas with specific examples and support your ideas with specific examples of PIVOTAL questions from a unit you are of PIVOTAL questions from a unit you are teaching.*teaching.*

Effective questions lose influence when only a Effective questions lose influence when only a few students in the class make a response. few students in the class make a response. Share strategies which engage all students in Share strategies which engage all students in responding to given questions.responding to given questions.


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Group “Mystery”Group “Mystery”

Evaluate questions posed on your quizzes and Evaluate questions posed on your quizzes and tests. What kinds of thinking do they require? tests. What kinds of thinking do they require?

Why would it be useful for students to know what Why would it be useful for students to know what level of questions they are working on?level of questions they are working on?


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Questioning to Stimulate Learning and Questioning to Stimulate Learning and Thinking Featuring the QUILT ModelThinking Featuring the QUILT Model

- Pd360 video segment- Pd360 video segment

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Group DiscussionGroup Discussion

In your groups, briefly discuss the In your groups, briefly discuss the answer to your two questions.answer to your two questions.

Find at least one member from each Find at least one member from each other group, and share your answers other group, and share your answers with your newly-formed group.with your newly-formed group.

Add any questions or intriguing ideas Add any questions or intriguing ideas to the “Question Wall.”to the “Question Wall.”

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Group Activity & Group Activity & Technology ConnectionTechnology Connection

“CLICK IT!”“CLICK IT!” To Play - Use the clickers to indicate what Bloom’s level you To Play - Use the clickers to indicate what Bloom’s level you

believe each question is (see KEY); believe each question is (see KEY);

KEY - on clickers:KEY - on clickers:• A = Knowledge A = Knowledge • B = ComprehensionB = Comprehension• C = ApplicationC = Application• D = AnalysisD = Analysis• E = SynthesisE = Synthesis• F = EvaluationF = Evaluation

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And the Winner Is…And the Winner Is…1.1. A - KnowledgeA - Knowledge2.2. A - KnowledgeA - Knowledge3.3. D - AnalysisD - Analysis4.4. C - ApplicationC - Application5.5. C - ApplicationC - Application6.6. B - ComprehensionB - Comprehension7.7. A - KnowledgeA - Knowledge8.8. B - ComprehensionB - Comprehension9.9. A - KnowledgeA - Knowledge10.10. A - KnowledgeA - Knowledge

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11.11. B - ComprehensionB - Comprehension12.12. A - KnowledgeA - Knowledge13.13. B - ComprehensionB - Comprehension14.14. C - ApplicationC - Application15.15. A - KnowledgeA - Knowledge16.16. B - ComprehensionB - Comprehension17.17. C - ApplicationC - Application18.18. A - KnowledgeA - Knowledge19.19. F - EvaluationF - Evaluation20.20. B - ComprehensionB - Comprehension

Totals…A=40%, B=30%, C=20%, D=5%, E=0%, Totals…A=40%, B=30%, C=20%, D=5%, E=0%, F=5%; what CONCLUSIONS can you draw?F=5%; what CONCLUSIONS can you draw?

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Thinking about the questions from “Click-It!”…

Were the questions varied?

Did the questions provide an appropriate number & mix of knowledge, comprehension, application, analysis, creation/synthesis, and evaluation questions?

Were the questions purposeful?

Did the activities/questions lead to further inquiry/questions?

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Application & DevelopmentApplication & Development

ObjectiveObjective

1.1. Develop a set of assessment Develop a set of assessment questions/activities, at the lowest level questions/activities, at the lowest level of Bloom’s (“check for understanding”); of Bloom’s (“check for understanding”);

2.2. Create questions/activities at the Create questions/activities at the highest levels of Bloom’s to stimulate highest levels of Bloom’s to stimulate further student thinking & inquiry.further student thinking & inquiry.

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Directions:Directions:

1.1. Read the non-fiction narrative titled, Read the non-fiction narrative titled, “Hair Today, Gone Tomorrow.” “Hair Today, Gone Tomorrow.”

2.2. Develop a set of 7-10 questions, at the Develop a set of 7-10 questions, at the lowest 3 levels of Bloom’s, to lowest 3 levels of Bloom’s, to check for check for understanding.understanding.

/ **How could these be used for pre-assessment?**How could these be used for pre-assessment?/ **Why would you want to develop pre-assessment **Why would you want to develop pre-assessment

questions?questions?

3.3. Develop a set of 6-9 questions/activities, Develop a set of 6-9 questions/activities, at the top 3 levels of Bloom’s, to further at the top 3 levels of Bloom’s, to further stimulate student thinking & inquiry.stimulate student thinking & inquiry.

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Peer Tutor with Think-Pair-SharePeer Tutor with Think-Pair-Share(15-20 minutes)(15-20 minutes)

1.1. Choose a partner.Choose a partner.

2.2. Each partner shares the Assessment & Thinking/Inquiry Each partner shares the Assessment & Thinking/Inquiry questions/activities they just wrote.questions/activities they just wrote.

3.3. ““Peer Tutor” gives feedback about the questions, thinking Peer Tutor” gives feedback about the questions, thinking about:about:

/ Is the question purposeful? Is the question purposeful? / Is the question clearly focused? Is the question clearly focused? / Is the question carefully conceived? Is the question carefully conceived? / Is the question well formulated?Is the question well formulated?

4.4. Ask questions/give suggestions for refinement, if necessary.Ask questions/give suggestions for refinement, if necessary.

5.5. Refine Assessment & Thinking/Inquiry questions/activities, Refine Assessment & Thinking/Inquiry questions/activities, based on feedback.based on feedback.

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Useful vs. Non-Productive Question Useful vs. Non-Productive Question TypesTypes

(From, (From, Asking Smart Questions)Asking Smart Questions)

Handouts:Handouts:

1.1. ““Dictionary of Useful Questions”Dictionary of Useful Questions”

2.2. ““Non-Productive Questions”Non-Productive Questions”

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Group DiscussionGroup Discussion

Useful versus Non-productive Question types JIGSAW:Useful versus Non-productive Question types JIGSAW:

Get into groups of 4 (“Picture It”, grouping strategy)Get into groups of 4 (“Picture It”, grouping strategy) Get a piece of poster paper, and divide into 4 sections, by Get a piece of poster paper, and divide into 4 sections, by

marking with an “X” (model); each person will need a marking with an “X” (model); each person will need a pen/pencil ; each table member writes their initials into pen/pencil ; each table member writes their initials into their own sectiontheir own section

Read through the “Dictionary of Useful Questions” and Read through the “Dictionary of Useful Questions” and “Non-Productive Questions”“Non-Productive Questions”

As you read, independently, pause to write:As you read, independently, pause to write:• QuestionsQuestions• Interesting/Intriguing ideasInteresting/Intriguing ideas

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Group Discussion, cont.Group Discussion, cont. When finished reading/writing, move the poster When finished reading/writing, move the poster

around for each group member to read the around for each group member to read the ideas/questions of all other group members - ideas/questions of all other group members - individuals may respond to other people’s individuals may respond to other people’s ideas/questions, in writing ideas/questions, in writing (make sure to write your (make sure to write your initials next to any comments/answers you write)initials next to any comments/answers you write)

SMALL GROUP DISCUSSION: Referring to the SMALL GROUP DISCUSSION: Referring to the “Dictionary of Useful Questions,” as needed, review “Dictionary of Useful Questions,” as needed, review individual comments written into your section and individual comments written into your section and ask follow-up questions for clarification, connection, ask follow-up questions for clarification, connection, analysis, exploration, etc.analysis, exploration, etc.

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Check for Understanding Check for Understanding Whole Group DiscussionWhole Group Discussion

What are the differences/similarities of “Bloom’s 6 Levels of What are the differences/similarities of “Bloom’s 6 Levels of Questioning” and “Dictionary of Useful Questions” and/or Questioning” and “Dictionary of Useful Questions” and/or “Non-productive Questions.”“Non-productive Questions.”

How, do you think, “Bloom’s Levels” and “Useful Questions” How, do you think, “Bloom’s Levels” and “Useful Questions” could be used to differentiate for your students (ELA, could be used to differentiate for your students (ELA, SPED/2E, G/T, age/multi-age, behavior, grade, etc.) ?SPED/2E, G/T, age/multi-age, behavior, grade, etc.) ?

How would you sequence the questions you use?How would you sequence the questions you use?

How frequently, or in what situations, would you use the How frequently, or in what situations, would you use the various question types/levels?various question types/levels?

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Application & DevelopmentApplication & Development

Choices:Choices: Work in partners (someone with whom you share similar Work in partners (someone with whom you share similar

content and/or grade-level) content and/or grade-level) oror independently. independently.

Referring to the Assessment & Thinking/Inquiry Referring to the Assessment & Thinking/Inquiry questions/activities you developed earlier, create a new set questions/activities you developed earlier, create a new set of questions/activities for an upcoming unit/lesson you will of questions/activities for an upcoming unit/lesson you will teach.teach.

Additional formats for developing questions/activities:Additional formats for developing questions/activities:• Tic-Tac-Toe Student Choice MenuTic-Tac-Toe Student Choice Menu• A Lesson PlanA Lesson Plan• ““Differentiation Dice”Differentiation Dice”

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LunchLunch

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Feedback After LunchFeedback After Lunch

Please use the clickers to “text” what Please use the clickers to “text” what you had to eat for lunch.you had to eat for lunch.

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FeedbackFeedbackBio-Bio-

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FeedbackFeedbackThe SuperheroThe Superhero

http://www.forcefeedback.tv/Backstory.aspx

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A reminder . . . A reminder . . . Professional Practices RubricProfessional Practices Rubric

Designing and Planning InstructionDesigning and Planning Instruction Instruction PlansInstruction Plans Student WorkStudent Work AssessmentAssessment

InstructionInstruction Standards and ObjectivesStandards and Objectives Teacher Content KnowledgeTeacher Content Knowledge Teacher Knowledge of StudentsTeacher Knowledge of Students Learning Activities and MaterialsLearning Activities and Materials Presenting Instructional ContentPresenting Instructional Content Lesson Structure and PacingLesson Structure and Pacing Academic FeedbackAcademic Feedback QuestioningQuestioning Motivating StudentsMotivating Students Grouping StudentsGrouping Students Thinking Thinking Problem SolvingProblem Solving

Learning EnvironmentLearning Environment ExpectationsExpectations Managing Student BehaviorManaging Student Behavior Physical EnvironmentPhysical Environment Respectful CultureRespectful Culture

ResponsibilitiesResponsibilities Interpersonal RelationshipsInterpersonal Relationships ProfessionalismProfessionalism Professional DevelopmentProfessional Development School ResponsibilitiesSchool Responsibilities Community InvolvementCommunity Involvement Reflecting on TeachingReflecting on Teaching

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Academic FeedbackAcademic FeedbackResearch InformationResearch Information

Academic feedback is more strongly and Academic feedback is more strongly and consistently related to achievement than consistently related to achievement than any any otherother teaching behavior…. teaching behavior….

This relationship is consistent regardless of grade, This relationship is consistent regardless of grade, socioeconomic status, race, or school setting….socioeconomic status, race, or school setting….

When feedback and corrective procedures are When feedback and corrective procedures are used, most students can attain the same level of used, most students can attain the same level of achievement as the top 20% of students.achievement as the top 20% of students.

(Bellon, Bellon, Black 1998) (Bellon, Bellon, Black 1998) http://www.academicleadership.org/leader_action_tips/Providing_Students_with_Effective_Feedback.shtmlhttp://www.academicleadership.org/leader_action_tips/Providing_Students_with_Effective_Feedback.shtml

I was surprised that _____________ because I was surprised that _____________ because ____________.____________.

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Academic FeedbackAcademic Feedback

So if all of that research is true, by the end of So if all of that research is true, by the end of this afternoon, you will . . . this afternoon, you will . . .

• Deepen your understanding of the Academic Deepen your understanding of the Academic Feedback indicator.Feedback indicator.

• Be able to use what you have learned in your own Be able to use what you have learned in your own practice.practice.

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Anticipatory SetAnticipatory Set

What communication methods do we use to give What communication methods do we use to give students academic feedback?students academic feedback?

• written written • oraloral

Let’s experience written academic feedback Let’s experience written academic feedback

– – Butterfly TaskButterfly Task

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Butterfly TaskButterfly TaskForm groups of 3 -- 1 teacher, 2 Form groups of 3 -- 1 teacher, 2 studentsstudents

TeacherTeacher: Silently read instructions : Silently read instructions (purple paper).(purple paper).

StudentsStudents: Locate a blank piece of : Locate a blank piece of paper and a pen or pencil. paper and a pen or pencil.

The class has been studying butterflies. The class has been studying butterflies. Today there’s an assessment. Today there’s an assessment.

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Butterfly TaskButterfly Task In your group, each student should explain the revisions In your group, each student should explain the revisions

he/she made as a result of the grade and comments. (2 he/she made as a result of the grade and comments. (2 minutes per student)minutes per student)

Distribute objective and scoring criteria.Distribute objective and scoring criteria.

In your group, discuss the In your group, discuss the impactimpact of getting a grade, but of getting a grade, but not knowing the objective or the criteria for success. (2 not knowing the objective or the criteria for success. (2 minutes per student)minutes per student)

Thoughts to share with the entire group?Thoughts to share with the entire group?

Now that you know the Now that you know the objective & criteriaobjective & criteria, how would , how would chances for success be increased? Why?chances for success be increased? Why?

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Guided Reading – Text Guided Reading – Text CodingCodingText:Text:

Handbook, pages 149-150Handbook, pages 149-150Feedback: How Learning OccursFeedback: How Learning Occurs (Grant Wiggins) (Grant Wiggins)

As you read through the texts, use the following coding strategies As you read through the texts, use the following coding strategies to aid comprehension.to aid comprehension.

1.1. Mark at least 5 places with “BK” (background knowledge) Mark at least 5 places with “BK” (background knowledge) where you have made a connection, or write brief statements where you have made a connection, or write brief statements of how you connected to the text.of how you connected to the text.

2.2. Mark places that make you wonder or cause you confusion with Mark places that make you wonder or cause you confusion with a “?” (question mark), or write the actual question on a sticky a “?” (question mark), or write the actual question on a sticky note or in the margins.note or in the margins.

3.3. When you are finished coding the text, use your BKs and ?s to When you are finished coding the text, use your BKs and ?s to write a response to:write a response to:• What is something you What is something you agreeagree with in the text? with in the text?• What is something you would like to What is something you would like to argueargue in the text? in the text?• What is something from the text you want to What is something from the text you want to aspireaspire to? to?

15 minutes15 minutes

Cris Tovani

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Think/Pair/ShareThink/Pair/Share

Find 1 person with whom you have Find 1 person with whom you have not talked today.not talked today.

Choose a “Partner A” and “Partner B”Choose a “Partner A” and “Partner B” Partner A will share 1 thing they Partner A will share 1 thing they

agree with and 1 thing they aspire toagree with and 1 thing they aspire to Partner B will share 3 instances of BK Partner B will share 3 instances of BK

(background knowledge)(background knowledge)

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What is HQ feedback?What is HQ feedback? Oral and/or written feedback is Oral and/or written feedback is academically focusedacademically focused, ,

frequentfrequent, and high quality., and high quality. High quality feedback is High quality feedback is relevant to the lesson’s objectiverelevant to the lesson’s objective, ,

previous or future lesson(s), or individual goal(s).previous or future lesson(s), or individual goal(s). Feedback is frequently given during guided practice and Feedback is frequently given during guided practice and

homework review.homework review. The teacher circulates to prompt student thinking, assess each The teacher circulates to prompt student thinking, assess each

student’s progress, and provide individual feedback.student’s progress, and provide individual feedback. Feedback from students is regularly used to monitor and adjust Feedback from students is regularly used to monitor and adjust

instruction.instruction. Teacher engages students in giving Teacher engages students in giving specificspecific and high quality and high quality

feedback to one another.feedback to one another.

Checklist to determine quality (p 150)Checklist to determine quality (p 150) Relates to the lesson objective or sub-objectiveRelates to the lesson objective or sub-objective Causes students to think - correctiveCauses students to think - corrective Specific (perhaps to criteria)Specific (perhaps to criteria) Timely and frequentTimely and frequent Varied to meet the unique needs of the students and classroomVaried to meet the unique needs of the students and classroom

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What is HQ feedback?What is HQ feedback?

Checklist to determine quality (p 150)Checklist to determine quality (p 150) Relates to the lesson objective or sub-objectiveRelates to the lesson objective or sub-objective Causes students to think - correctiveCauses students to think - corrective Specific (perhaps to criteria)Specific (perhaps to criteria) Timely and frequentTimely and frequent Varied to meet the unique needs of the Varied to meet the unique needs of the

students and classroomstudents and classroom

As a table group, create a mnemonic device As a table group, create a mnemonic device (examples = a song, poem, picture, skit)(examples = a song, poem, picture, skit)


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There are no supporting details in this paragraph. Vague!

The number columns are not in line; this can cause errors.

This answer does not reference the text.

Did youread the text?

This is sloppy.

Feedback Other Responses

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This lab report summarizes your steps, but doesn’t

report your conclusions.

B-

Your back foot is not clearing the hurdle. Jump higher.

The ending consonants cannot be heard.

You need to enunciate when you sing.


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Your paragraph does not stay on the topic of your travel.

You’ve been to Italy? Wow! I’ve been there, too.

Your argument is supported by evidence from the text.

Now this is an argument!

This verb does not have agreement with the noun.

Say “they do” not “they does.”


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The Dance of the ButterfliesThe Dance of the Butterflies

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Butterfly TaskButterfly Task

In pairs, using –In pairs, using –

• what you know about academic feedbackwhat you know about academic feedback• objectiveobjective• scoring criteriascoring criteria• four samples of student workfour samples of student work

write high-quality academic feedback write high-quality academic feedback on each piece of student work.on each piece of student work.


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Review: What is HQ Review: What is HQ feedback?feedback?

Oral and/or written feedback is Oral and/or written feedback is academically focusedacademically focused, , frequentfrequent, and high quality., and high quality.

High quality feedback is High quality feedback is relevant to the lesson’s objectiverelevant to the lesson’s objective, , previous or future lesson(s), or individual goal(s).previous or future lesson(s), or individual goal(s).

Feedback is frequently given during guided practice and Feedback is frequently given during guided practice and homework review.homework review.

The teacher circulates to prompt student thinking, assess each The teacher circulates to prompt student thinking, assess each student’s progress, and provide individual feedback.student’s progress, and provide individual feedback.

Feedback from students is regularly used to monitor and adjust Feedback from students is regularly used to monitor and adjust instruction.instruction.

Teacher engages students in giving Teacher engages students in giving specificspecific and high quality and high quality feedback to one another.feedback to one another.

Checklist to determine qualityChecklist to determine quality Relates to the lesson objective or sub-objectiveRelates to the lesson objective or sub-objective Causes students to think - correctiveCauses students to think - corrective Specific (perhaps to criteria)Specific (perhaps to criteria) Timely and frequentTimely and frequent Varied to meet the unique needs of the students and classroomVaried to meet the unique needs of the students and classroom

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Video ClipVideo Clip View the video clip from View the video clip from Throw Mama From the TrainThrow Mama From the Train Using the graphic organizer, list all feedback from the Using the graphic organizer, list all feedback from the

teacher and the students in the appropriate column.teacher and the students in the appropriate column. View videoView video Using the criteria, review the feedback and highlight Using the criteria, review the feedback and highlight

any high-quality feedback from both groups.any high-quality feedback from both groups. What would you recommend for this instructor to What would you recommend for this instructor to

improve the quality of feedback?improve the quality of feedback?

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Academic FeedbackAcademic Feedback

Using checklist and script, view and discuss a lesson

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Academic FeedbackAcademic FeedbackDevelopment/ApplicationDevelopment/Application

Using the student work and scoring criteria Using the student work and scoring criteria that you brought, develop written and/or that you brought, develop written and/or oral feedback. Be prepared to share your oral feedback. Be prepared to share your comments with the group.comments with the group.

(20 minutes)(20 minutes)

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““The Important Thing” The Important Thing” SummarizerSummarizer

The important thing about The important thing about academic academic feedbackfeedback is is

__________________________________________________________________(attribute 1)(attribute 1)

__________________________________________________________________((attribute 2)attribute 2)

__________________________________________________________________(attribute 3)(attribute 3)

So, what I’ll remember about So, what I’ll remember about academic academic feedbackfeedback is that ________. is that ________.

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Did we meet objectives?Did we meet objectives?

Teachers will:Teachers will:• Deepen their understanding of the Teacher Deepen their understanding of the Teacher

Content Knowledge, Questioning, and Academic Content Knowledge, Questioning, and Academic Feedback indicators.Feedback indicators.

• Be able to use what they have learned in their Be able to use what they have learned in their own practice.own practice.

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The Last WordThe Last Word Take 30 seconds to give your final thoughts to a Take 30 seconds to give your final thoughts to a

partner.partner.

Write down any unanswered questions and add Write down any unanswered questions and add them to the “Question Wall.”them to the “Question Wall.”

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ResourcesResources www.pd360.comwww.pd360.com

Bloom’s & Beyond: Higher Level Questions & Activities for the Bloom’s & Beyond: Higher Level Questions & Activities for the Creative ClassroomCreative Classroom (Kay Davidson & Tressa Decker) (Kay Davidson & Tressa Decker)

Asking Smart QuestionsAsking Smart Questions (Dr. Jacqueline Frischknecht & EllaMarie (Dr. Jacqueline Frischknecht & EllaMarie Schroeder)Schroeder)

www.reallygoodstuff.comwww.reallygoodstuff.com

The Kingore Observation Inventory, Second EditionThe Kingore Observation Inventory, Second Edition (Bertie Kingore) (Bertie Kingore)

““Divergent Questioning Models,” Dr. Roger TaylorDivergent Questioning Models,” Dr. Roger Taylor

Teaching Thinking Skills Using Non-Fiction Narratives, 5th-6th GradesTeaching Thinking Skills Using Non-Fiction Narratives, 5th-6th Grades (Dr. Don Barnes & Dr. Wyman Fischer)(Dr. Don Barnes & Dr. Wyman Fischer)

the professional practices rubric teacher content knowledge questioning academic feedback

Documents

mathematical knowledge

student content knowledge

teacher content knowledge1

limited content

mathematical pedagogy

tictactoe answer

tictactoe wins

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