Questioning, Now W hat?

1. Rachel Hull, NBCT West Virginia Department of Education Questioning, Now What?

2. Planning When and where will you share with your staff? What will you share? How will you purposefully build the collaborative environment necessary to ensure effective questioning is a reality for all?

4. See * Think I think __________________________ because _____________________________________.

5. Wonder Using the note cards at your table, write your wonderings/questions you have about the image—one question per card.

7. Now… Combine all of the questions from your table. How can you sort/organize your questions?

8. How do you turn it over to your students? …with prompting and support, ask and answer questions about key details in a text. …ask and answer questions about key details in a text. …ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. …ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. …refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. …quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

9. teachingchannel.org Catch and Release: Encourage Independence

10. Consider this: • How can this strategy be applied to all subject areas? • Why are both "catching" and "releasing" important? • How does Ms. Noonan strike a balance between direct teaching and student exploration?

12. Search: Printable ELA Common Core Pages 1-33

13. Page 22-24

14. Authentic Language Acquisition

15. What are Standards?? what teachers cover a description of what students should KNOW, UNDERSTAND, and DO

16. Effective Lesson Design Example: Non-Example: Textbook Chapter Teacher ideas and the map to standards Cute The kids will like it! Standards as a to-do list, to be checked off • Standards, Standards, Standards • “Performance” as evidence • Tool for evaluation • Student personalization • Checkpoints

17. Quote to Mull “Classrooms are too often places of “tell and practice.” The teacher tells the students what is important to know or do and then has them practice that skill or knowledge. In such classrooms, little thinking is happening. Teachers in such classrooms are rightly stumped when asked to identify the kinds of thinking they want students to do because there isn’t any to be found in much of the work they give students. Retention of information through rote practice isn’t learning; it is training.” Making Thinking Visible Harvard Graduate School of Education

19. teachingchannel.org Gallery Walk

20. Consider this: • What role does questioning play? • How does the teacher transfer to the hands of the students? • In what ways are skills and knowledge being fostered?

21. Zoom In: • On your paper, do a private See-Think-Wonder. • One person (pair) at a time, will “play” his/her piece of the puzzle. Explain your thoughts about your piece. • Pieces will be added and discussed until the entire graphic is reconstructed. • As a group complete the following frame: We think ________ because _______________.

22. Consider this: • What role does questioning play? • How did I transfer the construction of knowledge to your hands? • In what ways are skills and knowledge being fostered?

23. teachingchannel.org College Talk: Improving Students’ Vocabulary

24. Planning When and where will you share with your staff? What will you share? How will you purposefully build the collaborative environment necessary to ensure effective questioning is a reality for all?