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Special Education Part 2 Leadership Presentation By Agra Vagners

Special Education Part 2 Leadership Presentation By Agra Vagners. Questioning. Agenda Ice Breaker Introduction What do we know about asking questions? Definition & Theoretical Framework Q-Chart Activity Why are we teaching our students to ask questions? Teaching Strategies Reflection

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Special Education Part 2 Leadership Presentation By Agra Vagners

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  1. Special Education Part 2 Leadership Presentation By Agra Vagners

  2. Questioning

  3. Agenda Ice Breaker Introduction What do we know about asking questions? Definition & Theoretical Framework Q-Chart Activity Why are we teaching our students to ask questions? Teaching Strategies Reflection Q&A

  4. What do we know about asking questions? • Questioning help children activate and organize their thinking and learning in order to answer a specific question • Readers purposefully and spontaneously ask questions before, during, and after reading.

  5. Readers ask questions for many reasons • Clarify meaning • Speculate about text yet to be read • Determine an author`s style, intent, content, or format • Focus attention on specific components of the text • Locate a specific answer in the text or consider theoretical questions inspired in the text

  6. Thinking about Questioning

  7. Readers determine whether the answers to their questions can be found • In the text or whether they will need to infer the answer from • the text , text background knowledge, and/or an outside source

  8. Readers understand the many • of the most intriguing questions • are not answered explicitly in the text , but are left to the readers • Interpretation.

  9. Readers understand the hearing others’ questions inspires new ones of their own; • likewise, listening to others’ answers can also inspire new thinking. • Readers understand that the process of questioning is used in other • areas of their lives , both personal and academic. • Readers understand that asking questions deepens their comprehension. • (Adapted form Keene and PEBC)

  10. Q-Chart

  11. Forming Questions • In order to form a question, you first select one word from the left hand side of the Q chart • (Who, What, Where, Why, When, How) • Then select a word from the upper column (is, did, can, would, will, might) to form the question • Now move across and down the chart following your 2 selected question prompts to locate the square where the question will be recorded. (i.e: “Where will the story take place?” is recorded in the 3rd row down, 5th column over)

  12. Forming Questions • The following Q chart shows 4 • different sections which indicate the • various levels of questioning. • The further down and over to the • right you move, the higher the level • of thinking questions.

  13. FACTUAL PREDICTIVE ANALYTICAL APPLICATION/SYNTHESIS

  14. Purpose of Using • Q-Charts • Q-charts are a tool that teachers use • to help their students develop many • skills. • When Q-charts are used along with a • read aloud, rich opportunities are • provided for literacy development.

  15. Purpose of Using • Q-Charts • Deepen comprehension skills • Strengthen ability to predict • Develop questioning skills • Model what good readers do • Develop attentive listening skills • Assess students to inform instruction • Provide a forum for sharing and discussing

  16. (PHOTOGRAPHS BY VALDIS KIETIS)

  17. What Dr. Mel Levine Says about Comprehension? • Every child possesses comprehension strengths. Often these pockets of understanding are crying out for detection, but frequently their potential is ignored. • These strengths, which may be in non-academic area, • can be especially valuable for the development of academic skills. It has been shown that one of the best ways to learn how to read is by reading in areas that one knows a lot about. • (Recognizing ComprehensionStrengthspg.140)

  18. Bloom`s Taxonomy Adapted for Use with Literature Give an opinion (EVALUATION) Create something new (SYNTHESIS) Compare/contrast (ANALYSIS) Relate to real life (APPLICATION) Summarize/explain (COMPREHENSION) Recall facts (KNOWLEDGE)

  19. Knowledge/get the facts: What is ______? Can you recall ______? How would you explain______? • Comprehension/understand the facts: What is the main idea of______? How would you summarize______? What facts or ideas show______? • Application/make a connections : What examples can you find to ______? How would you show your understanding of______? • Analysis/take apart: How would you classify______? What conclusions can you draw? Why do you think______? • Synthesis/create something new: What would happen if______? Suppose you could ______. What would you do? • Evolution/give an opinion: What is your opinion of ______? Why was it better than ______? What judgment would you make about______?

  20. READING

  21. Strategies

  22. Anchor Lessons • Questioning web • Q-Chart • Thinking about questioning chart • Modeling • Read alouds • Hands-on activity • Involved discussions • Perusing written text • Positive reinforcement

  23. Repetition • Chunking , short sentences , slow pace • Emphasize critical points • Visualization • Musical/ rhythmic activities • Illustrated dictionary • Word maps • Pre-teaching vocabulary • Teach abstract language – metaphors, figures of speech, and proverbs • Proximity

  24. Reflections Comprehension strengths can also be used to help children develop and employ expertise which can kindle enthusiasm for learning , at the same that it can provide practice in good organizational skills and strategies. Such tactics are most easily incorporated within context of good understanding of the subject matters. Dr.Mel Levine

  25. It is not sufficient merely to understand in school. Somehow students must keep on demonstrating that they comprehend and that they can think and create independently. They do so by creating products , such as written reports, spoken response , or test papers. They must concentrate , remember, and understand as they develop different modes of achieving results. (Dr.Mel Levine)

  26. “What we think, we become.” Buddha 563-483 B.C.E.

  27. Resources Dr.Mel Levine Educational Care (2nd Edition) Debbie Miller Reading with Meaning Hooked on Thinking. Ann Paziotoupulos, Marianne Kroll The Reading Teacher; Apr.2004;57;7; Education Periodicals pg.672 Purposely Teaching for the Promotion of Higher – order Thinking Skills: A Case of Critical Thinking Barak Miri , Ben-Chaim David, Zoller Uri Res SciEduc (2007) 37;353-369 http://www.lkdsb.net/Program/elementary/junior/Q%20Charts%20Presentation.pdf

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