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 todays 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, Im going to ask for your opinion. Youll 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 youll 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 neighbors device. You can also answer the questions on a website provided. HOW TO VOTE VIA TEXTINGEX TIPS Standard
texting rates only (worst case US $0.20) We have no access to your phone number Capitalization doesnt matter, but spaces and
spelling do! AM PL E HOW TO VOTE VIA POLLEV.COM TIP
Capitalizati on doesnt matter, but spaces and spelling do NO www in front of the address!
EX AM PL E HOW TO VOTE VIA POLLEV.COM\ SCHS
While 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 Most of my questions are low level with one correct
answer 3 5 I ask a combination of high and low level questions;
Some are thoughtful 7 1 0 My students
formulat e many high level question s NUMBER LINE SELF-ASSESSMENT #2 Where would you rate yourself?
1 Who is responsible for the discussion? 3 5 7
Answers are recited; I mediate all questions and answers Some of my students
are engaged in genuine discussion Student discussion is genuine; I step
aside when appropriat e 1 My0 students
assume responsibil ity for the discussion , including topics NUMBER LINE SELF-ASSESSMENT #3 Where would you rate yourself?
Participation of students in discussions 1 3 1 5 7 0
A few of I attempt All of my My my students dominate to engage
everyone, but with limited success students are engaged in the
discussion students ensure that all students participa te
NUMBER LINE SELF-ASSESSMENT Which element of questioning and discussion do you most need to focus on? Your SelfElement Ratin g
Quality of Questions (#1) Discussion Techniques (#2) 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 performanceall 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 QUESTIONS Proficient Most are high quality questions; teacher gives
adequate wait time Distinguished Uniformly high quality questions; teacher gives adequate wait time Questions are
higher on Blooms Taxonomy Wait time: 3-5 seconds after question Teaching about nature of good questions
Sharing ageappropriate Taxonomy with DISCUSSION TECHNIQUES Proficient Genuine discussion, stepping aside when appropriate
Distinguished 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 Asks students to students prepare a 5-10 minute
discussion Tracks quantity & Students self-assess STUDENT PARTICIPATION Proficient All students are engaged in the
discussion Distinguished 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 others responses Opportunities to participate in written
Encourages students to build on each SECONDARY VIDEO VIDEO CLIP: MATH LESSON
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 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/Example How 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 37607 Department Add this number to your message before your answer and
your name! English 104038 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 Your message and EXTENDED LEARNING OPTIONS: WEBINAR
To access the follow-up webinar referenced during last months training: 1.Log into VIMS 2.On the front page, locate the box entitled Early Release Follow-up Optional Webinars 3.Click on appropriate webinar link 4.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.
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