1. Social-emotional learning: The questions we ask and Students’ reflection
Ludlow Public Schools
Ribas Associates and Publications, Inc.
Consultants: Elayne Gumlaw and Cindy Crimmin
February 15, 2019 (3-hours)

2. norms Silence cell phones – step out if you must attend to a text.
If you need to move or take a break, please do so quietly.
norms
Silence cell phones – step out if you must attend to a text.
Limit distractors: technology, s, doing tasks other than what we are here to do.
If you need to take a break, do so without interrupting the learning.
Respect each other and listen when others are speaking
“All eyes up here.”
Many people cannot learn when others are off task or talking

3. Learning targets for today
Social Emotional Skills in Your Classroom and in Your Practice
By the end of today’s session, you will be able to:
Explore how our questioning practices support SEL competencies and students’ reflections.
Select a priority for your or practice.
Try one activity/strategy in your classroom or practice—make it small!

4. Today’s Agenda Do Now – Quick List The “Q-Matrix”: Wait Time I and II:
Get the Gist and Sentence Strips:
Building a “Question Bank”:
Questions’ Video, if time permits
Wrap Up

5. DO Now – Warm up “Quick list” (5 min.)
Close your handout packet for now.
On the front of a post-it or index card, along the number down 1 – 5 on the left.
Work with an “elbow” partner or someone at your table. Write a list of at least 5 reasons of why we ask students questions.
On the back of the post-it/index card, jot down why you think “the questions we ask” are important in helping students build SEL skills. SET ASIDE FOR NOW.
WHIP AROUND -- debrief

6. Please refer to your index card
Please refer to your index card. With your “Do Now” partner, compare your 5 responses with this chart.
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7. Recall, Comprehension, and High Order Thinking Questions
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Recall, Comprehension, and High Order Thinking Questions
Recall Comprehension High Order Thinking
Moving left to right the questions require more complex student thinking.
© copyright 2017 Ribas Associates

8. The Q-Matrix – A Resource for… Recall, comprehension, higher order thinking question starters1.
What Is? 2.
Where/
When Is? 3.
Which is? 4.
Who Is? 5.
Why Is? 6.
How Is?
7. What Did? 8.
When Did? 9.
Which did?
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Who Did?
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Why Did?
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How Did?
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What Can?
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When Can?
15.
Which Can?
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Who Can?
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Why Can?
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How Can?
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What Would?
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When Would?
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Which Would?
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Who Would?
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Why Would?
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How Would?
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What Will?
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When Will?
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Which Will?
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Who Will?
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Why Will?
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How Will?
31.
What Might?
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When Might?
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Which Might?
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Who Might?
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Why Might?
36.
How Might?
Find this page near the end of the packet.

9. Impact of Wait Time on Student Reflection
Wait Time I: the length of time that passes between a teacher asking a question of the class and a student’s starting to respond
Wait Time II: the length of time that passes before a teacher responds to a student’s comment or question
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10. Wait Time: Training Our Students to Wait Gb 229-231 Budd-Rowe
Explain how wait time I and wait time II work.
Explain why wait time is important. Explain the impact on learning for them and their classmates.
Explain and demonstrate your expectations for waiting. This should be part of your routine for answering questions.
Provide them with sufficient practice at the start of the year. If, as the year progresses they regress, then provide additional practice. It is never to late to start using wait time.
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11. Reflective SEL Questions that Support the Five SEL Competencies
Chapter 2
Reflective SEL Questions that Support the Five SEL Competencies
Get the Gist Activity + ONE Sentence Strip
Read pages 52 – 55 (top) in order to “get the gist”.
With ONE partner (not sitting at your table area);select an SEL competency; review the related skills; and DEVELOP at least one reflective question for the competency you selected.
Example:
Responsible Decision-Making: If someone in the class breaks one of the classroom rules, what do you think should happen?

12. Building a question Bank – USING Appendix A
In the Social Emotional Learning in the Classroom text, skim and scan Appendix A on pages 183 – 185. Take time to read through the questions in the final column of each page.
With a partner of your choice and using the front and back of question strips, write at least one question from EACH of the remaining four SEL Competencies that you might use with students at your grade level or subject area.

13. Using Questions: Video Examples
(secondary)
(elementary)
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14. Summarizer Summarizer Next PD: April 21, 2019
On a post-it, each person writes one new idea, thought or strategy that you learned about asking questions with social emotional learning in mind.