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Questioning

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on 26 April 2016

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Transcript of Questioning

Questioning
Cluster Outcome
By the end of the cluster meeting, teachers will develop a variety of purposeful questions, resulting in effective questioning as measured by the TAP instructional rubric.
Questioning Rubric Indicator
Today's Agenda
* Review questioning indicator
* Review of Bloom's and DOK chart
* Master teacher models types of
questions to include on chart. (I DO)
* Members help determine question
types (WE DO)
* Members will develop questions in
groups to include on chart (YOU DO)
* Share out and categorize into THICK
AND THIN questions.
* Members will independently develop
questions for upcoming lessons.
* Reflect and Connect
Keeping Bloom's and DOK Chart in mind.............
Reflect and Connect
When a teacher effectively utilizes questions......

* Then students' responses can be used as an assessment to determine mastery of the learning objective. (S&O)

* They will impact the evidence for the descriptors under THINKING.
Descriptors can be divided into 2 categories:
Procedural
Content-Related
* A high frequency of questions
are asked.
* Wait time is consistently
provided.
* The teacher calls on volunteers
and non-volunteers, and a balance
of students based on ability and
gender.
* Teachers questions are varied and
high quality providing a balanced
mix of all question types.
* Questions are consistently purposeful
and coherent.
* Questions are consistently sequenced
with attention to instructional goals.
* Students generate questions that lead
to further inquiry and self-directed
learning.
Determine the type of question........
What is the definition of a line?
What might be one theme to this story?
What changes to our workout would you make and why?
As a group........
* Develop a question for each
category , write it on a post-it
and place it on the chart.
* Each member must develop a
question from their own
content.
Individual Development
Share out
By the end of the cluster meeting, teachers will develop a variety of purposeful questions, resulting in effective questioning as measured by the TAP instructional rubric.
Did we master our objective?????
What are some ways that you get students to generate questions within your lessons?
Take your questions and apply these into your lessons. Be prepared to discuss how these pre-developed questions impacted your lessons.
Follow-up
Full transcript