WELCOME ELA TEACHERS

KEDCKentucky Department of Education

Marianne Johnson

Sue Davis

Judy Dotson

Linda Holbrook

Latishia Sparks

Wayne Stevens

WelcomeEffective QuestioningBreakout Sessions

3c. Student EngagementText Dependent Questions and Task DevelopmentStrategies that Work

LunchFleming County’s Jurying ProcessSmall Group

Jurying Process Teacher Leaders shareTask and Module Development

ClosingLDC resources Homework EvaluationsI and I

Be an ambassador of “lifelong learning” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully in discussions

Come to meetings prepared On time, any preparations/ readings completed, with necessary materials

Be focused during meetings Stick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversations

Work collaboratively All members’ contributions are valued and

honored, seek first to understand, then be understood

Close Reading/Text Dependent QuestioningThree Modes of WritingProfessional Growth Effectiveness SystemIRA Common Core Article

I can use careful planning to improve instruction in order to be a more effective teacher.

I can implement effective questioning strategies. I can identify the indicators of TPGES, 3c to engage students in the learning process.I can analyze a task and module.I can develop an LDC module that is congruent to the KCAS.

04/21/23Sue A. Davis Leadership Consultant KEDC

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Great QuestionsGreat Questions

ImproveImprove

Student Student EngagementEngagement

04/21/23 Sue A. Davis Leadership Consultant KEDC

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When you see “Him,”When you see “Him,”

What is expected of all studentsWhat is expected of all students

oror

What is the benefit to students.What is the benefit to students.

When you see “Her,”When you see “Her,”

Questioning strategiesQuestioning strategies

oror

Teacher actions.Teacher actions.


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In general, research shows that instruction involving questioning is more effective than instruction without questioning.


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Teachers often have little or no training in questioning techniques, so being familiar with the research is a good place to start.

Improving in this area requires a reflective and metacognitive approach.


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WHY ASK QUESTIONS?

Teachers ask questions for a variety of purposes, including:•To actively involve students in the lesson•To increase motivation or interest•To evaluate students’ preparation•To check on completion of work

To develop critical thinking skillsTo review previous lessonsTo nurture insightsTo assess achievement or mastery of goals and

objectivesTo stimulate independent learning


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One important finding is that questions that focus student attention on important elements of a lesson result in better comprehension than those that focus on unusual or interesting elements.


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A teacher may vary his or her purpose in asking questions during a single lesson, or a single question may have more than one purpose.


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Questions should also be structured so that most elicit correct responses.


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Josef AlbersJosef Albers

Good teaching is more a giving of right questions than a giving of good answers.


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John DeweyJohn Dewey

What’s in a question you ask?EVERYTHING.It is a way of evoking stimulating response or

stultifying inquiry.In essence, it is the core of teaching.


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Harry WongHarry Wong

Students MUST be given a list of learning criteria at the beginning of a lesson, which tells the student what they are responsible for accomplishing.Learning has nothing to do with what a teacher covers. Learning has to do with what a student accomplishes.


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Harry WongHarry Wong

Intersperse questions throughout a lesson. Ask a question after 10 sentences rather than 50 sentences and the students’ retention rate increases by 40 percent.


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An educative question is purposeful, clearly focused, carefully conceived and well-formulated.

It does not occur in our mind; we must find it. It does not take on a shape; we must give it form. It does not present itself; we must deliver it. … To conceive it requires thought, to formulate it requires labor, and to pose it, tact.

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We are not referring to questions that fill class time or that are carelessly lifted from teacher’s manuals, programs, or other sources.

We are referring to

Educative Questions.Educative Questions.

Sue A. Davis Leadership Consultant KEDC

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An Educative Question must be designed by the teacher

1. In view of a particular purpose

2. In consideration of a discrete content focus

3.Relative to the use of a determined level of cognition



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1. In view of a particular purpose

2. In consideration of a discrete content focus

3.Relative to the use of a determined level of cognition


1.As it relates to the task at hand;

2.As it reflects the curriculum and CCSS;

3.And it reviews, extends or challenges student thinking.

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Two Contexts for Oral Questioning

Recitation

1. What is in question is not the thing the question asks about.

2. Answers are known before asking and confirmed after asking.

3. The questioner reacts to the answer with an evaluation as to its correctness.


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Two Contexts for Oral Questioning

Discussion

1. Questions are open for discussion rather than closed for an answer.

2. The teacher is NOT the source of the answer.

3. Discussion is characterized by an exchange of talk.


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Purpose of Question

Recitation Discussion

To get students to talk

To review and assess what is known

To get students to think

To work out understanding of content

Role of TeacherRecitation Discussion

Speaks at every turnSpeaks in questionsEvaluates the student answers as to correctness

Does not speak at every turn, but yields floor to studentsDoes not always speak in questions but also makes commentsPoses question for discussionAsks questions that perplex self



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How does an “educative question” relate to an LDC Module?4 minutes: 1 for thinking; 3 for listening to and sharing with others


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An Educative Question

1) Increases student engagement in the curriculum

2) Helps students to focus on what is important

3) Improves the rate and degree of student learning

4) Enhances the transfer of learning to other areas


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Never forget your most precious resource is

Use it wisely!Plan for its use.Keep kids “on the clock.”Quick estimate: age + 2 for attention span.

Time !

Time !


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Five student behaviors that boost their ability to pay attention:

SLANT

Sit Up.

Listen.

Ask and answer questions.

Nod your head.

Track the speaker.


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Managing Time for Instruction and Wait Time

Less than 10% of class time should be spent on classroom clerical duties.

60% or more classroom time should be spent on instructional activity with active participation – the consistent engagement of the mind of all the learners with that being learned.

30% or less should be spent on facilitation of learning or guided practice of the curriculum

Room 1Text Dependent Task Development

Room 3TPGES

Conference Room Strategies that Work

9:30-10:30 Elementary Middle School High School

10:30-11:30 High School Elementary Middle School

11:30-12:30 Middle School High School Elementary

Stacey FiteSimons Middle School

Fleming County Schools

ChecklistDiscussion Rubric“Good to Go”

Video Clip

Table Leader Pair 1 Pair 2 Pair 3

Table 1 Stacey Fite

Shawna Singler/Angela

McNabb

Corbin Marshall/Rita

Curtis

Brett Lawson/Angela

Riddell

Table 2 Wes Cooper

Melissa Plank/Uriah Albrink

Tiffany Lane/Mark Leet

Susan Nichols/Donita

Halsey

• Group jurying of one LDC Module• Table-Based Jurying of 1 LDC Module• Partner-Based Jurying of 1 LDC Module

http://personalspace.sony.net/album/detail?fid=533a769bdd620082b77916cfcd22718e&idx=0&token=e5fbe99555d510184b0c385adf14d8d968c256b667d59e0005da7455046155c7f5b3fe3b7c4251ce42cc61a14626884c

What workedWhat needs to be revised

Room 1Judy Dotson

Linda Holbrook

Room 4Sue Davis

Conference RoomLatishia Sparks

Marianne Johnson

Room 3WayneStevens

K-3& 4-5

6-8 9-10 11-12

Remote Coaching website and formshttp://r-groupspace.goingon.pro/home

LDC Teacher Institutes

http://r-groupspace.goingon.pro/home

For next meeting -March 19,2013Completed LDC module including:• Pre-assessment• Instructional Ladder• 2 samples of scored student work for each of

the four performance levels • TDQ using one text from your task

*remember to bring a copy –remove all identifying information

Documents

WELCOME ELA TEACHERS