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Blow their minds!!

Blow their minds!!. Ask a question!. Guiding Questions. Are our guiding questions leading students to deeper thinking? Does our questioning promote conceptual thinking? What will happen when we move our guiding questions to the upper end of the Depth and Complexity Model?.

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Blow their minds!!

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  1. Blow their minds!! Ask a question!

  2. Guiding Questions • Are our guiding questions leading students to deeper thinking? • Does our questioning promote conceptual thinking? • What will happen when we move our guiding questions to the upper end of the Depth and Complexity Model?

  3. Questioning ResearchThe “why” 1. Questions should focus on what is important as opposed to what is unusual. - Link Important Knowledge 2. “Higher level” questions produce deeper learning than “lower level” questions. - Higher Level = Deeper Understanding 3. “Waiting” briefly before accepting responses from students has the effect of increasing the depth of students’ answers. - Wait Time 4. Questions are effective learning tools even when asked before a learning experience. - Mental Set Robert Marzano’s Classroom Instruction that Works Opening

  4. Texas Depth and Complexity Model

  5. Table Talk • Think back to our experience with Structures of Knowledge. On a piece of paper, DESCRIBE a factual question, a conceptual question and a provocative question. • At your table, share your definitions and discuss the difference between the three. • Where would each of the three questions lie on the “Critical Thinking Wheel”? Think-Pair-Share

  6. Guiding Questions and The Model Guiding Questions We want our guiding questions at the upper end of the Depth and Complexity Model.

  7. Making it Higher-Level! Are models a most efficient way to represent addition? How can addition be represented with models? Can we show addition with models? Modeling

  8. Making it Higher-Level! In what ways does environment influence settlement? Need? Why did early Texas settlers choose the regions they did for settlement? What are the regions of Texas? Modeling

  9. Questioning • What do we do to move a question from the lower left end of the depth and complexity model to the upper right? • Why do we make this move? Checking for Understanding

  10. Let’s move! • With your shoulder partner, move this question up the Depth and Complexity Model. • Can we use tools to measure? Guided Practice

  11. Do it yourself questioning • Using your questions on your post-it note, please take this time to do the following: • Label each one factual, conceptual or provocative • Determine their location on the “Critical • Thinking Wheel” • Move your questions up the Depth and Complexity • Model Independent Practice

  12. Sharing Time! • How did we move our questions up the DACM? Closing

  13. Extension • Create higher-level questions for your upcoming instructional focuses. • We will share out in 15 minutes.

  14. Guiding Questions • Are our guiding questions leading students to deeper thinking? • Does our questioning promote conceptual thinking? • Why do we want our guiding questions at the upper end of the depth and complexity model?

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