1. WELCOME TO OUR LAST SESSION! In the interest of time we are not doing a teambuilding activity, but we’ve printed out a couple of good options to do with students for you to look at while people are getting settled

2. If you are taking this course for ADE credit… Schedule at least one of the observations before the end of February, and then we’ll schedule the next one Identify at least ONE thing you will be doing in your lesson that relates to what we’ve talked about in this class Do the first page of the documentation sheet and turn it in prior to the observation!

3. Now Back to the Strategies and Response Cards!!! Let’s take a look at the 12 word summaries you did about the significance of incorporating engagement strategies into informational lessons…

4. Predict Work independently or with your group to predict the outcome to the scenario Be prepared to share

5. K-W-L What I know What I would like to learn What I learned Or K-P-(Predict)-L

6. Partner A turn to partner B. Tell or teach your partner the two most important things you have learned so far about... Switch roles and repeat the process.

7. Graphic Organizer Write down information from the text or presentation into your graphic organizer

8. I now understand... I would like to know more about... I could teach someone else to... I need more help with...

9. 3-2-1 3 important terms 2 ideas or facts you would like to know more about 1 skill or concept that you have mastered

10. Ticket out the door Write directions here. Write closure question here. Be sure it aligns to lesson objective.

11. 13 14 48 37 23 21 18 In 12 words or less, summarize the most important aspects from today's lesson.

12. Snapshot Write a “snapshot” of today’s learning in 25 words or less.

13. Minute Paper You have one minute to write down the key points of today’s lesson. Be prepared to share.

14. Find Someone Who… Find someone who can answer one of the questions on your handout. Have them write the answer and sign your paper. Now, find a different person to answer another question. Keep going until all of the questions are answered.

15. Sort Sort the cards or items into groups Create a label for each group you are creating Be prepared to share Let’s try it! Unhook your strategy cards Create two (possibly three) stacks I’ll try this Not my style, or won’t work in my setting Maybe…

16. Active Learning Checklist Assessment Take a look at the tool that can be used to for teachers to evaluate their lessons.

17. Time for a quick break!

18. Questioning and Discussion is emphasized in the Framework for Teaching Domain 3 – Instruction 3b. Questioning and discussion techniques Quality of questions/prompts Discussion techniques Student participation

19. QUESTIONING FOR GREAT DISCUSSIONS! Topic: Asking Quality Questions and Leading Effective Discussions Do: Analyze characteristics of good questions and class discussions Level of Thinking: Analyzing

20. Let’s talk about questioning before getting into discussions – The concepts are more different than you might guess….

21. This is what you don’t want to do… https://www.youtube.com/watch?v=uhiCFdWeQfA

22. Questioning Teacher provides questions and focused feedback to students that :  Activate prior knowledge  Probe students’ conceptual understanding  Lead to deeper understanding

23. What do you know about questioning techniques? Give one, get one: 2 minutes to think, 2 minutes to share Under “Give one” write: What do you know about questioning strategies? What problems do you have with questioning in your classroom? Under “Get one” write two new things you learn from two other partners

24. Why Questioning Matters: Instruction which includes posing questions during lessons is more effective in producing achievement gains than instruction carried out without questioning students. Oral questions posed during lessons are more effective in fostering learning than are written questions. Questioning makes student thinking visible and provides immediate feedback to the teacher and students alike.

25. Question their background knowledge first! Guide students from the known to the unknown Focus on content that is most important, not on what students will find most interesting Use cues, questions, and organizers to set the stage for learning

26. Cont’d background knowledge Before new knowledge can be incorporated into students’ existing schema, the schema must be activated You can discover and clear up misconceptions by taking time to ask questions before you begin a unit of study!

27. “Skinny” v. “Fat” Questions

28. “Skinny” Questions Lower cognitive questions Recall verbatim or in student’s own words material previously read or taught by the teacher “Skinny” questions are also called: Factual Closed (only one right answer) Convergent (only one right answer) Direct Recall Knowledge

29. “Fat” Questions – lead to critical thinking Higher cognitive questions require students to take knowledge and/or skills they have learned and manipulate that information to create an answer or to support an answer with logically reasoned evidence “Fat” questions are also called Open ended (no definite answer) Divergent (many acceptable responses) Interpretive Evaluative Inquiry Inferential Synthesis

30. What kind of question is used most? 60% lower cognitive 20% higher cognitive 20% procedural

31. Not All questions need to be higher order Lower-order, convergent questions are effective when the teacher needs to give factual information and help students commit those facts to memory

32. Benefits of Higher Cognitive Questions: Produces superior learning gains for students Divergent questioning increases: On-task behavior Length of student responses Number of relevant contributions volunteered by students Number of student-to-student interactions Speculative thinking on the part of students Relevant questions posed by students

33. Questioning tasks Remembering: eliciting factual answers, testing recall and recognition Understanding: translating and interpreting Applying: using facts, rules, or principles Analyzing: breaking down into parts, forms Evaluating: judging or considering why something “is what it is” Creating: thinking up new ideas related to the topic

34. Let’s try it out! (Processing time!) Think of a lesson topic that you will be introducing in the near future. On the handout provided, as each level of discussion is described, write a possible question when prompted to do so.

35. Remembering What do you remember about... ? How would you define...? How would you identify...? How would you recognize...? Describe what happens when...? How? Where? Who? Why? What? When? Stop and write a “remembering” question you could use in the lesson.

36. Understanding How would you compare …? Contrast…? How would you clarify the meaning…? How would you differentiate between…? How would you generalize…? How would you express…? What can you infer from…? What did you observe…? How would you identify…? Elaborate…? What would happen if…? Stop and write a question you could use in tomorrow’s lesson to determine level of understanding.

37. Applying What actions would you take to perform…? How would you develop…to present…? What other way would you choose to…? What would the result be if…? How would you demonstrate…? How would you present…? How would you change….? How would you modify…? How could you develop….? Why does… work? Stop and write an application question you could use in the lesson.

38. Analyzing How can you classify…according to…? How can you compare the different parts…? What explanation do you have for…? How is…connected to…? Discuss the pros and cons of …. How can you sort the parts….? What is your analysis of …? What can you infer …? What ideas validate…? How would you explain…? What can you point out about …? Stop and write an analysis question you could use in the lesson.

39. Evaluating What criteria would you use to assess…? What data was used to evaluate….? What choice would you have made….? How would you determine the facts….? What is the most important….? What would you suggest….? How would you grade….? What is your opinion of….? How could you verify….? What information would you use to prioritize…? Rate the … Stop and write an evaluating question you could use in the lesson.

40. Creating What alternative would you suggest for…? What changes would you make to revise…? How would you generate a plan to…? What could you invent…? What plan could solve the problem…? How would you portray…? Devise a way to… Stop and write a creating question you could use in tomorrow’s lesson. (Totally ok if there would be nothing appropriate for the lesson – we don’t get to “create” that often!)

41. Hand out bookmarks

42. Wait-time (aka Think-time) Average wait time teachers allow after posing a question is one second or less Students whom teachers perceive as slow or poor learners are given less wait-time than students teachers perceive as more capable For lower cognitive questions successful wait time is 3 seconds For higher cognitive questions the more wait time teachers give, the more engaged students become and the better they perform

43. For students, 3+ seconds wait time : Improves achievement Improves retention Increases number of higher cognitive responses Increases length of responses Decreases failure to respond Increases amount of quality evidence used to support inferences Expands variety of responses Increases student-to-student interactions Increases number of questions posed by students

44. For teachers, 3+ second wait time: Increases flexibility of teacher responses (teachers listen more and engage students in more discussions) Expands the variety of questions asked Increases number of higher cognitive questions asked

45. How to respond to student answers: Use student responses to form your next question and narrow the focus of the discussion Probing questions help you know how deeply the student is thinking Teacher redirection and probing help student achievement when they focus on clarity, accuracy, plausibility of student response

46. Your response to their answers will determine whether or not they continue to answer! Acknowledge correct responses Gently correct misconceptions, preserving the feelings of the student who responded Listen carefully to student responses! Establish community where all answers are accepted as appropriate, and if it’s not correct it will give the group the opportunity to explore the concept further – model this for your students

47. Questioning Tips: Ask questions that focus on most important elements of the lesson Ask questions before and after material is read and studied Scaffold lower ability students: ask lower cognitive questions, gradually transitioning to higher cognitive questions Teach students strategies for making inferences 3 seconds wait time for lower cognitive questions More than 3 seconds time for higher cognitive questions

48. Encourage your students to ask questions as well Teach students about the difference between convergent (one answer) and divergent questions (open ended) Explain to students that once they are on the job one of the main ways they will learn to be more effective employees is by asking questions, and it is a skill they need to develop, and that you will practice in class On a regular basis require that students write and turn in both types of questions related to the topic being covered Use a student-generated question related to the lesson objective as an exit strategy regularly Provide frequent opportunities for students to write and ask questions, other than by saying, “Are there any questions?”

49. Now that we know about questions, what about effective discussions? With your table group read the handout, Characteristics of a Good Classroom Discussion

50. Task: With your group, highlight what you agree should be the 5 most important items on the list for teachers to pre-train their students about.

51. Let’s look at the Classroom Discussion Rubric This may be WAY MORE than you have the time or energy to use in class, but does outline characteristics of effective class discussions, so can be used as a tool to see what to teach students to do to have meaningful discussions

52. 3,2,1 Closure Identify 3 characteristics of effective class discussions List 2 classifications of types of questions (there are a few acceptable answers here!) What is 1 way students benefit from adequate wait time?.

53. Quick break!

54. OBJECTIVE KNOW: Arizona College & Career Readiness Standards for Speaking and Listening DO: Identify, Read, and Summarize AZCCR Anchor Standards for Speaking and Listening L.O.T. Understanding

55. AZ College and Career Ready Standards include standards for speaking and listening. The Anchor Standards define what students should understand and be able to do by the end of each grade. There are also grade specific standards that provide additional specificity.

56.  Read the “Note on range and content of student speaking and listening” Highlight and annotate as you read.

57. Read the Note on Range and Content Highlight the evidence that supports the following: The importance of classroom conversations. Settings/groups students should be in for conversations. The type(s) of conversations our students need to participate in. The impact technology has on speaking and listening in acquiring and sharing knowledge.

58. Now read standards 1-6

59. 9 Big Ideas within the Speaking and Listening Standards 1. A HUGE part of speaking is listening. Both are essential to be college or career ready. 2. Students need to know how to talk. Some need more practice than others so don’t let them off the hook. They will improve and gain confidence with practice. 3. Structured, regular opportunities to talk in pairs. This allows students to process info and you can walk around and check for understanding and provide feedback.

60. Speaking & Listening Standards, cont’d 4. Structured, regular opportunities to talk in small groups Teach what an effective group discussion looks like, practice and provide feedback regularly 5. Provide time for students to talk to the whole class It is important to provide a “safe” classroom 6. Students should contribute accurate and relevant info to discussions

61. Speaking & Listening Standards cont’d 7. Students should respond to and develop what others have said The CCRS (and real life) calls for and is about students talking to each other 8. Analyze and synthesize a multitude of ideas in various domains In other words, talk about ideas- at home, at school in all classes 9. Use technology to increase speaking/listening opportunities

62. Our students must be prepared to: quickly make connections between speaking, listening, reading and writing and using these modalities simultaneously and with technology when appropriate.

63. Closure- 3 W’s What I learned today about speaking and listening standards. So What?(relevancy, importance, usefulness) Now What? (how does this fit into what I am doing in my classroom)

64. Changing gears to… putting students in groups and making the work meaningful

65. Student Learning Groups: Homogeneous or Heterogeneous? Some teachers believe it is best to group students of all ability levels. Others believe it is best to group students of similar ability levels. There are advantages to both according to Robert Marzano, Jane Pollock and Debra Pickering in Classroom Instruction That Works.

66. If time permits…read the article: Student Learning Groups: Homogeneous or Heterogeneous? Discuss the prompts on the second page with your table group.

67. Some final thoughts on grouping students…  Allow for “extra” partner when one is ELL or has special needs  Set groups of threes, fours, and or fives that will stay constant and/or  Change groups depending on activity/lesson

68. Ticket out the Door One thing I learned about group work is… One question I still have about group work is…

69. for attending our class! Please complete the ERO evaluation for this class as soon as you can. (No one gets compensated until everyone completes the evaluation.) Please sign up for our CTE Literacy Support class that will begin Monday, March 30.