Upgrading Your Input: Cues and Questions

1. Upgrading Your Input: Cues and Questions Valerie Espinoza vespinoza@psd1.org Shannon Lockardslockard@psd1.org

2. Objectives • Understand the levels of cues and questioning (Bloom’s Taxonomy and ELD) • Analyze levels of questions in order to deepen comprehension • Apply strategies through the GLAD model to meet state standards

4. Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning.  ~ Albert Einstein

5. What are Cues and Questions? Cues involve “hints” about what students are about to experience. Cueing and questioning might account for as much as 80 percent of what occurs in a given classroom on a given day. (see Davis, O.L., & Tinsley, 1967; Fillippone, 1998)

6. Did you ever stop to think, and forget to start again? ~Winnie the Pooh

7. Purpose of Cues and Questions • Activate background knowledge • Prepare students to expect new information • Set learning objectives • Assess learning

8. The important thing is not to stop questioning.  Curiosity has its own reason for existing.  One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality.  ~Albert Einstein

9. Bloom’s Taxonomy-Revised Remember (knowledge) Understand (comprehension) Apply Analyze Evaluate Create (synthesis)

10. “Asking the Right Question” Decide who will be partner A and partner B Partner A reads first section, Partner B asks a “Remember” level question, Partner A answers it. Partner B reads second section, Partner A asks a “Understand” level question about the first two sections, Partner B answers it. Continue switching back and forth until you and your partner have read all six sections, asked a question from all six levels of Bloom’s and responded to the questions.

11. 10/2 Which questions were the easiest to formulate and answer? Why? What implications does this have for your teaching?

13. Bloom’s Taxonomy and ELL “Asking the Right Question” • Examples higher level questions for all levels of ELL GLAD leveled questions • Point to • Yes/No • Either/Or • Open-ended ELD Stem Questions

14. Upgrading Your Input Insert input chart

15. Upgrading Your Input Insert input chart Write enduring understanding underneath input

16. 10/2 How do the levels of questioning support language acquisition?

18. ELD Review

19. 10/2/2 What did you notice about the level of engagement for the English language learners? What connections can you make between the video and your teaching?

20. Never be afraid to sit awhile and think. ~Lorraine Hansberry, A Raisin in the Sun

21. Graffiti Wall • Write as many questions as you have groups in your class on large white paper. • As groups, writing in their group color, students will answer your question and then write one of their own. • Groups continue to answer and ask questions until you choose to end the task.

22. Graffiti Wall

23. 10/2/2 How does the Graffiti Wall assess comprehension through questioning? How can you use the Graffiti Wall in your classroom?

24. What is important about questions? …become less concerned with right answers and more concerned with good questions.