21st Century Classrooms and Questioning Nancy Krueger Instructional Coach Sioux Falls.

Slides:



Advertisements
Similar presentations
International Center for Leadership in Education, Inc. INSTRUCTIONAL STRATEGIES: How to Teach for Rigor and Relevance Helen M.
Advertisements

RAPIDES PARISH SYSTEMIC INITIATIVE BOOK STUDY: CLASSROOM INSTRUCTION THAT WORKS BY Robert J. Marzano, Debra J. Pickering, Jane E. Pollock.
Modesto Common Core Reading October 11, Todays agenda Focus for the day – Reading AM Session 1. Understanding Rigor/Relevance Framework 2. Exploring.
Using Technology with Classroom Instruction that Works Session 1.
Alignment of 21 st Century Skills, the Virginia SCIENCE K-8SOL, Revised Bloom’s Taxonomy and Research-based Instructional/Assessment Strategies Purpose:
IVg IVc IVa Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional.
Course Design: The Basics Monica A. Devanas, Ph.D. Director, Faculty Development and Assessment Programs Center for Teaching Advancement and Assessment.
Alignment of Virginia Kindergarten through Grade 5 SOL, Essential Skills (Cognitive Domain) and Instructional/Assessment Strategies Purpose: The intended.
How do you do it?-- TPCK and Understanding by Design There is a new curriculum design model that helps us think about how to make assessment part of learning.
Beginning with the End in Mind Overview of “Backwards Design” Jim Wright Kennesaw State University.
How to Integrate Students with Diverse Learning Needs in a General Education Classroom By: Tammie McElaney.
MARZANO’S HIGH YIELD STRATEGIES
Chapter 12 Instructional Methods
Warm up: 1. Who is Dr. Robert J. Marzano? 2. What are the 9 Marzano strategies? 3. What does TIP stand for? 4. What are the 4 categories of the TIP Chart?
What kind of task will help students synthesize their learning?
Presented By: Heather Stewart Regional Literacy Consultant Region 4 State Support Team 1.
Evaluating the Alignment and Quality of the Taught Curriculum Virginia Department of Education Office of School Improvement
UNIT 9. CLIL THINKING SKILLS
CLASSROOM INSTRUCTION THAT WORKS
Strategies provided by: Robert J. Marzano Debra J. Pickering
Marzano’s Classroom Instruction that Works Robyn Lopez and Anne Laskey July 22, 2015.
Tier 1: Core, Instructional Interventions All Students, All Settings Preventive, proactive support (e.g. school-wide behavior support, high quality.
The 5 E Instructional Model
Improving Literacy Instruction: Strategies for All Content Areas
Welcome!.
Classroom Instruction That Works
Lynette Molstad Gorder, Ed.D. Dakota State University Madison, SD.
SIOP Co-Teaching Goal:
Marzano’s Instructional Strategies that Work
Marzano Instructional Strategies. Research-Based Instruction Robert Marzano, Debra Pickering, and Jane Pollock reviewed hundreds of studies on instructional.
Lesson Planning. Teachers Need Lesson Plans So that they know that they are teaching the curriculum standards required by the county and state So that.
Generating & Testing Hypotheses
Resources  Classroom Instruction that Works  A Handbook for Classroom Instruction that Works  Classroom Instruction that Works for English Language.
Our Community: THINGS ARE JUST NOT THE SAME!. UNIT SUMMARY: Children are often under the impression that the way things are in their world is the way.
+ Identify Words and Phrases to Describe Feelings By: Kenley Smith’s 1 st Grade Class Eastside Elementary Rogers, AR January 20,2012.
New Teachers’ Induction January 20, 2011 Office of Curriculum and Instruction.
T 7.0 Chapter 7: Questioning for Inquiry Chapter 7: Questioning for Inquiry Central concepts:  Questioning stimulates and guides inquiry  Teachers use.
Measurement Tools Mrs. Eide’s first grade class Mathias Elementary Rogers, Arkansas March 29, 2011 S. Hensley 2011.
Comparing and Contrasting Character’s Adventures
Classroom Instruction That Works Barb Rowenhorst ESA 7
Research-Based Strategies for Increasing Student Achievement From Classroom Instruction that Works by R. Marzano, D. Pickering, J. Pollock Created by The.
Marzano Strategies Primer Lit Center Mini Lesson Fall 2013 Teacher Tool Kit Fall
Crysten Caviness Curriculum Management Specialist Birdville ISD.
Bloom’s Taxonomy.
Questioning. Questions, whether self-initiated or "owned," are at the heart of inquiry learning. While questions are also a part of the traditional classroom,
Our Community: THINGS ARE JUST NOT THE SAME!. UNIT SUMMARY: Children are often under the impression that the way things are in their world is the way.
ED 530 THEORIST PRESENTATION SPRING SEMESTER 2010 SCOTT LENIO Robert J. Marzano.
Effective Teaching Strategies Day 2
Source : The Problem Learning and innovation skills increasingly are being recognized as the skills that separate students who are.
Student Learning Objectives (SLO) Resources for Science 1.
Comparing and Contrasting Character’s Adventures Part 2 Mrs. Talley’s Kindergarten Russell Jones Elementary February 22, 2012.
Marzano’s Essential 9 Instructional Strategies Engaged Time = Student Gains.
ED 557 August 6, The brain seeks patterns, connections, & relationships between & among prior & new learning. (Gregory & Chatman,2001) The ability.
Is teaching an art or a science?. Do We make a difference? Coleman (1966) discovered that only 10% of student achievement is influenced by what goes on.
Relationships in the 21 st Century Parent Teachers Students Association (PTSA) Goals, Membership, Participation.
Alignment of 21 st Century Skills, the REVISED 2009 Virginia MATH SOL, Revised Bloom’s Taxonomy and Research-based Instructional/Assessment Strategies.
ED 557 August 6, Amount of homework should increase as students get older. Minimal parent involvement. Identify purpose of homework Provide.
Classroom Questioning Basic elements of Classroom Questioning techniques.
Bloom’s Taxonomy The Concept of “Levels of Thinking”
Presented by Ms. Vayas At Bancroft MS March 25, 2008.
An Introduction to the Colorado Assessment Standards Reading - Writing - Communicating.
Classroom Instruction that Works: Effective Instructional Strategies February 20, 2009 BISD Investigates.
Classroom Instruction That Works by Marzano, Pickering and Pollock zResearch-Based Strategies for Increasing Student Achievement.
What kind of task will help students synthesize their learning?
Questions and Questioning Strategies
Who Are We ? Classroom teachers with some ELL students in our class
PROFESSIONAL DEVELOPMENT
Brain Pop, Discovery Streaming and Learn 360
Effective Research-Based Strategies Marzano
Effective Instructional Strategies
Presentation transcript:

21st Century Classrooms and Questioning Nancy Krueger Instructional Coach Sioux Falls

2 Goals for Today Why worry about questioning? How do you plan for questioning? What makes a good question? How could/do you incorporate questions into your lessons?

3 Analytical Thinking -Identifying similarities and differences -Using cues, questions and advance organizers -Planning -Classifying -Prioritizing Finding and Evaluating Information -Recognizing need for more information -Developing a strategy to find information -Using multiple sources of information -Determining credibility, reliability, accuracy and relevance Creating and Innovating -Originality and inventiveness in work -Developing, implementing and communicating new ideas -Being open and responsive to diverse perspectives -Acting on creative ideas Communicating -Conveying ideas graphically -Reading with understanding and in writing -Speaking so others understand -Listening actively -Observing critically Collaborating -Learning cooperatively -Valuing contributions of others -Negotiating and resolving conflict -Guiding others -Working together as a team Problem Solving -Defining the problem and its variables -Generating and testing hypotheses and predictions -Summarizing and note taking -Determining relationships (e.g. cause-effect, correlation) -Making decisions Marzano Strategies 1.Identifying Similarities and Differences 2.Summarizing and Note Taking 3.Reinforcing Effort and Providing Recognition 4.Homework and Practice 5.Nonlinguistic Representations 6.Cooperative Learning 7.Setting Objectives and Providing Feedback 8.Generating and Testing Hypotheses 9.Cue, Questions, & Advance Organizers

4 Primary Purposes of Questions Cultivate interest and ask students to be participants in the classroom experience Evaluate students’ level of knowing and preparedness of material given

5 Cont. Help develop critical thinking skills and learning attitudes that encourage inquiry Review previously learned material Demonstrate connections to new and previously learned information therefore strengthening those connections

6 Cont. Help students develop new insights and assess their individual achievements Encourage students self study (life long learning)

7 Why do we need to look at the kinds of questions that we ask students? Teachers' effective use of a variety of higher-order questions can overcome the brain's natural tendency to limit information. In turn, students' minds can become more open to new ideas and creative mental habits.

8 Cont. Current research indicates that the use of a variety of higher-order questions in an open-ended and nurturing educational environment strengthens the brain—creating more synapses between nerve cells—just as exercise builds muscle tissue.

9 Why do we need to look at the kinds of questions that we ask students? Usually questions at the lower levels are appropriate for: evaluating students' preparation and comprehension. diagnosing students' strengths and weaknesses. reviewing and/or summarizing content.

10 Cont. Questions at higher levels of the taxonomy are usually most appropriate for: encouraging students to think more deeply and critically. problem solving. encouraging discussions. stimulating students to seek information on their own.

11 Bloom’s Taxonomy

12 Analogy Red light/On the line – right there questions. Questions whose answers can be directly answered from given information Yellow light/Between the lines – questions that require some inference, but still use the information from the information given Green light/Beyond the line – questions prompted by the information but that take the questioner into their own or outside experiences.

13 Question Wheel Handout

14 How do we apply higher level questioning/activities to our every day lessons? Sort Activity Objective: The student will write a compound sentence using conjunctions.

15 Objective: The student will write a compound sentence using conjunctions. Questions and Activities that might follow: Knowledge 1. What is a compound sentence? 2. List the conjunctions that you could use to combine sentences into a compound sentence. Comprehension 1. What is the difference between a compound and a simple sentence? 2. Create a compound sentence from two given simple sentences. Application 1. Write one example of a compound sentence. 2. Use the conjunction "and" to form a compound sentence

16 Analysis 1. Identify reasons for using conjunctions to form compound sentences. 2. Compare the three conjunctions "and", "or", and "but" and explain the differences between each. Synthesis 1. Write a paragraph that uses each of the three conjunctions to form a compound sentence. Evaluation 1. Trade paragraphs with a partner and look for 3 compound sentences using "and", "or", and "but". 2. Determine whether or not your partner understands writing with compound sentences and be prepared to defend your answers.

17 Goldilocks and the Three Bears

18 Book Review Questions

19 Picture Questions

20 Question Cubes Topic: Environment

21 Choose a standard and develop questions at each level for that standard.

22 Website Resources stions.htmlhttp://theliterarylink.com/bloom_que stions.html taxonomy.htmlhttp:// taxonomy.html cles/bloom0405-3/bloompix.htmlhttp:// cles/bloom0405-3/bloompix.html

23 How did we do? Why worry about questioning? How do you plan for questioning? What makes a good question? How could/do you incorporate questions into your lessons?

24 Questions?????? (No pun intended!)