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Questioning

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by

Nathan Foor

on 2 May 2012

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Transcript of Questioning

Hammond High
Cluster Week 14
"Questioning"
Bell Ringer
When a teacher effectively utilizes questions...
then students’ responses may be utilized as a formative assessment in determining which students have mastered the learning objective.
(Standards and Objectives)
they can impact the evidence for the descriptors under
GP, AM, AF, TKS,TH .
Please take out your bring backs.
(Deconstructing the standard lesson plan & student work)

Be prepared to discuss your lesson
Evaluate
Objective:
By the end of today's cluster, I can:
Examine Bloom's Taxonomy of thinking and develop higher level questions.
create a lesson for a future class with emphasis on questioning.
Agenda
1. I will answer reflective questions concerning how I build questioning into my lesson

2. The teacher will lead discssion through Questioning descriptors and how they cross apply to other indicators.
3. Reflect on how to apply questioning strategies into our classrooms.

4. Examine Bloom's Taxonomy and discuss developing higher level questions.

5. Develop lesson plans with special emphasis on questioning

6. Bring Back student work from the ? LP
Identify (10 min)
Obtain (15 min)
Deleveop ( 20 min)
Apply (5 min)
Reflective Questions
-Round Robin-

•How do you decide on the types and frequency of questions you ask during a lesson?
• Why is it important for teachers to ask higher order questions during a lesson?
• How do you provide opportunities for all students to respond to your questions?
• What is the purpose for a teacher to provide wait time?
The rubric descriptors provide a basic framework for the
types of questions to ask within a lesson and how teachers should lead students in responding to questions.
Exemplary Descriptors

1) Teacher questions are varied and high- quality providing a balanced mix of question types:
 Knowledge and comprehension
 Application and analysis
 Creation and evaluation
2) Questions are consistently purposeful and coherent.
3) A high frequency of questions is asked.
4) Questions are consistently sequenced with attention to the instructional goals.
5) Questions regularly require active responses.
6) Wait time is consistently provided.
7) The teacher calls on volunteers and non-volunteers, and a balance of students based on ability and gender.
8) Students generate questions that lead to further inquiry and self-directed learning.
Descriptors can be divided into 2 categories:
Procedural & Content-Related
Procedural
1) A high frequency of questions is asked.
2) Wait time is consistently provided.
3) The teacher calls on volunteers and non-volunteers, and a balance of students based on ability and gender.
Content-Related
1) Teacher questions are varied and high quality providing a balanced mix of question types:
 Knowledge and comprehension
 Application and analysis
 Creation and evaluation
2) Questions are consistently purposeful and coherent.
3) Questions are consistently sequenced with attention to the instructional goals.
4) Students generate questions that lead to further inquiry and self-directed learning.
"Cards"
What was the purpose of calling on you in our bell ringer in this method?
Procedural or content-related?
What are some other methods?

"Reflective Questions"
Procedural or content-related

Students generate questions that lead to further inquiry and self-directed learning.
Creating higher level questions
Student Generated Questions
KWL Charts, Question Cubes
? Spinners, Peer Rubrics

Developing

1. Plan a student generated questioning activity.

2. Plan a reflective/thinking activity with planned questions.
3. Develop 1 or 2 high level questions for an activity.
Questions aligned to the objective
Develop Your Lesson Incorporating 1 of the Following:
Bring Backs


With your shoulder partner...

1.What piece of the standard were you teaching?

2.What skill were you measuring in your objective?

3.What did you create/use to assess students' progress towards mastery?

4. What did you do for your exit slip?

5. Show examples of student work. How many of your students met expectations?

6. How did you use your data to drive the next day's instruction



With your partner...
Share your questioning lesson plan
Bring back the lesson plan and examples of student work / reflections from the questioning lesson plan.
Full transcript