The Professional Practices Rubric Teacher Content Knowledge Questioning Academic Feedback

1. The Professional Practices RubricTeacher Content Knowledge Questioning Academic Feedback Eagle County Schools March 4, 2009

2. The Professional Practices Rubric Welcome to the third installment of workshops on the ECS Professional Practices Rubric (PPR).

3. Day 1, Wednesday, December 3 Standards and Objectives Lesson Structure and Pacing Teacher Knowledge of Students Grouping Day 2, Wednesday, February 4 Learning Activities and Materials Presenting Instructional Content Motivating Students Day 3,Wednesday, March 4 Teacher Content Knowledge Academic Feedback Questioning Schedule

4. Cell Phones, Email, Personal Needs Participate Questions/Parking Lot Norms/Protocol

5. A reminder . . . Professional Practices Rubric Designing and Planning Instruction • Instruction Plans • Student Work • Assessment Instruction • Standards and Objectives • Teacher Content Knowledge • Teacher Knowledge of Students • Learning Activities and Materials • Presenting Instructional Content • Lesson Structure and Pacing • Academic Feedback • Questioning • Motivating Students • Grouping Students • Thinking • Problem Solving Learning Environment • Expectations • Managing Student Behavior • Physical Environment • Respectful Culture Responsibilities • Interpersonal Relationships • Professionalism • Professional Development • School Responsibilities • Community Involvement • Reflecting on Teaching

6. The Professional Practices Rubric Agenda: 8:00 – 8:30 Introduction, Ice-Breaker Activity 8:30 – 11:30 Questioning 11:30 – 12:30 Lunch 12:30 – 1:30 Teacher Content Knowledge 1:30 – 4:00 Academic Feedback

7. The Professional Practices Rubric Objective: • Deepen your understanding of the indicators: • Questioning • Teacher Content Knowledge • Academic Feedback • Be able to use what you have learned in your own practice.

8. ANTICIPATORY SET Ice Breaker Activity: Tic-Tac-Toe • Answer each of the questions on the page, independently. • Try to get a “tic-tac-toe” by finding people who have similar answers to yours…you must be able to justify how the answers are similar! • Have each person you find with a “similarity” initial in the square, and make a note of the similarity, until you have 3 in a row, diagonally, vertically or horizontally. • The first person with “tic-tac-toe” wins (must share the three questions, the names of people who initialed, and the similarity). • Return to tables and share, in partners or table group, any other interesting answers/similarities. (15 min.)

9. Teacher Content Knowledge • Displays extensive content knowledge of the primary subject she or he teaches. • Implements a variety of subject-specific instructional strategies to enhance student content knowledge. • Highlights key concepts and ideas, and uses them as bases to connect other idea. • Limited content is taught in sufficient depth to allow for the development of understanding.

10. Teacher Content Knowledge • Efforts to improve mathematics instruction have called attention to the need for teachers to have the robust knowledge of mathematics and mathematical pedagogy needed for teaching precisely and rigorously (e.g., Ball, Hill, & Bass, 2005; Ma 1999) • More than just possessing mathematical knowledge, teachers must have mathematical knowledge for teaching: “knowledge of mathematical ideas, skills of mathematical reasoning and communication, fluency with examples and terms and thoughtfulness about the nature of mathematical proficiency.”

11. Teacher Content Knowledge • Hill, Rowan, and Ball (2005) found that Mathematical Knowledge for Teaching predicts gains in student achievement. • Further, they found that the effect of teacher knowledge on student gains was similar to the effect of SES (socio-economic status) on students’ gains.

12. Teacher Content Knowledge Text Protocol • Form groups of 4 with teachers in similar teaching situations • Using the “Four A’s Text Protocol” review pages 137 and 138 in the PPR Handbook

13. Teacher Content Knowledge What are the implications for our work at home, with staff, parents, community, and students?

14. Teacher Content Knowledge • On a scrap sheet of paper please answer the “Suggested Coaching Questions on Teacher Content Knowledge” • Think/Pair/Share

15. Teacher Content Knowledge • Discuss ways to prevent curriculum content from being isolated, fragmented, unrelated bits of information? • Consider the phrase “sage on the stage” as a teacher descriptor. Predict student involvement in this kind of classroom. What changes are necessary for better learning results?

16. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works

17. In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY

18. In some classrooms … TEACHER RESPONSIBILITY “You do it alone” Independent STUDENT RESPONSIBILITY

19. And in some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it alone” Independent STUDENT RESPONSIBILITY

20. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works

21. Questioning Descriptors • Teacher questions are varied and high quality, providing an appropriate number and mix of: • knowledge and comprehension, • application and analysis, and • creation and evaluation. • Questions are consistently purposeful and coherent. • Questions are consistently sequenced with attention to the instructional goals. • Questions regularly require active responses (e.g., whole class signaling, choral responses, written and shared responses, or group and individual answers). • Adequate wait time is consistently provided. • The teacher calls on volunteers and non-volunteers and a balance of students based on ability and gender. • Students generate questions that lead to further inquiry and self-directed learning.

22. “Feeding students endless content to remember (that is, declarative sentences to remember) is akin to repeatedly stepping on the brakes in a vehicle that is, unfortunately, already at rest. Instead, students need questions to turn on their intellectual engines and they need to generate questions from our questions to get their thinking to go somewhere. Thinking is of no use unless it goes somewhere, and again, the questions we ask determine where our thinking goes.” “Critical Thinking Handbook: Basic Theory and Instructional Structures,” Foundation for Critical Thinking, R. Paul and L. Elder, rev. 2000

23. Research states… • …over a school year, the norm in K-12 classrooms is one student-generated question per student per month (Dillon, 1988). • …teachers are producing 84 questions for every two student-produced questions during any given K-12 classroom hour (various researchers).

24. Pre-Assessment & Technology Connection • Questionnaire: “What Do I Know?” • Using your thumbs answer each question: • Up = Yes • Sideways = Maybe • Down = No • Document Camera as formative assessment tool

25. I KNOW… • There are many different types of questions. • The five basic “W” types of questions. • The 6 levels of Bloom’s type questions. • The appropriate times to use specific question types. • That the way I ask a question can influence the type and quality of the answer I receive. • The difference between an open and a closed question.

26. I THINK OR BELIEVE THAT… 7. Asking questions comes naturally and is not a skill that needs to be developed. 8. That asking good questions is an important skill I should develop further. 9. That I can improve my question-asking ability.

27. I UNDERSTAND… 10. That it is important to pay attention to timing when asking questions. 11. That question asking is a process, not an isolated incident. 12. That a question is a powerful, multi-purpose communication tool.

28. REFLECTION… • The results are in…how did we answer the questions, as a group? Are there any noticeable patterns? • Where are we in our understanding of QUESTIONING? • What is the relationship between asking good questions and increasing student learning? • QUESTION WALL - write any questions you currently have about QUESTIONING on a sticky note, and add it to the question wall.

29. Comprehension Strategy “FRISBEE TOSS” • Read pp. 151-153, “Instruction - Questioning” from the PPR, and pp. 1-3 of “Developing Questioning Skills.” • As you read, highlight any relevant and/or new information. • When you are finished reading: FRISBEE TOSS ACTIVITY • QUESTION WALL - add any new questions to the question wall.

30. Frisbee Toss • I will give you a question/prompt. • Write/draw your response on the paper plate, in the time given. • When I give the signal, pick up your pen/pencil and gently toss the Frisbee into the marked area. • Then, when I give the signal, pick up a new Frisbee from the marked area. • Repeat the process until all the questions have been answered. • When all questions are answered, bring your last Frisbee to the circle, and discuss the group answers (Brain Dump).

31. “Frisbee” Questions • List as many facts from the reading as you can in 20 seconds. (Knowledge - recall) • Select one quality of “good questioning”. Generalize by writing one or two sentences to describe the quality. You have 2 minutes. (Comprehension - generalize) • Illustrate a selection from the reading(s) that demonstrates one component of good questioning. 2 min. (Application - demonstrate) Higher Level Questions/Prompts for Reflective Responses: • Give at least 3 examples of the way “factual” questions differ from “critical thinking” questions. 3-4 minutes (Analysis - contrast) • If you could change something (add/remove/adjust) about the “Questioning Indicator” on the PPR, what would it be? Write/illustrate the change. 3-5 minutes (Synthesis - modify) • What was the most valuable part of the reading, for you? 2 minutes (Evaluate - value)

32. Brain Dump

33. PARROT (video) As you watch the video, think about… • What types/levels of questions is the parrot being asked? • How might the parrot be similar to/different from students in your classroom? (aside from the obvious)

34. Questioning Activities vs. Parrot: • Were the questions varied? Explain. • Did the questions provide an appropriate number & mix of knowledge, comprehension, application, analysis, creation/synthesis, and evaluation questions? Why/why not? • Were the questions purposeful? Explain. • Were activities/questions consistently sequenced with attention to instructional goals? Explain. • Did activities/questions regularly require active response from volunteers & non-volunteers? Why is this important? • Was adequate wait-time provided? Why/why not? • Did the activities/questions lead to further inquiry/questions? Explain.

35. Questioning to Stimulate Learning and Thinking QUILT MODEL • Questioning and • Understanding to • Improve • Learning and • Thinking -PD 360 – Discussion Questions

36. Group Discussion & Activity to Process Content As you view the video, consider the discussion questions (handout - “pd360 Discussion Questions”) • You will receive a piece of a puzzle. • Find people with the other pieces of your puzzle to form a group. • Questions will be assigned to each group.

37. Group Discussion & Activity to Process Content Group “Academic Feedback” • What role do questions play in the learning process? • Why is it important for students to learn to develop and share stimulating questions?

38. Group Discussion & Activity to Process Content cont. Group “Content Knowledge” • What beliefs about students and learning are reflected in the kinds of questions teachers ask during instructional time? How will a change in beliefs effect the way a teacher formulates questions for student learning? • What is the connection between Bloom’s Taxonomy and questions designed to improve student thinking?

39. Group Discussion & Activity to Process Content cont. Group “Questioning” • “Student questions determine student learning.” Discuss the meaning of this quote and support your ideas with specific examples of PIVOTAL questions from a unit you are teaching.* • Effective questions lose influence when only a few students in the class make a response. Share strategies which engage all students in responding to given questions.

40. Group Discussion & Activity to Process Content cont. Group “Mystery” • Evaluate questions posed on your quizzes and tests. What kinds of thinking do they require? • Why would it be useful for students to know what level of questions they are working on?

41. Questioning to Stimulate Learning and Thinking Featuring the QUILT Model - Pd360 video segment

42. Group Discussion • In your groups, briefly discuss the answer to your two questions. • Find at least one member from each other group, and share your answers with your newly-formed group. • Add any questions or intriguing ideas to the “Question Wall.”

43. Group Activity & Technology Connection“CLICK IT!” • To Play - Use the clickers to indicate what Bloom’s level you believe each question is (see KEY); • KEY - on clickers: • A = Knowledge • B = Comprehension • C = Application • D = Analysis • E = Synthesis • F = Evaluation

44. And the Winner Is… • A - Knowledge • A - Knowledge • D - Analysis • C - Application • C - Application • B - Comprehension • A - Knowledge • B - Comprehension • A - Knowledge • A - Knowledge

45. B - Comprehension • A - Knowledge • B - Comprehension • C - Application • A - Knowledge • B - Comprehension • C - Application • A - Knowledge • F - Evaluation • B - Comprehension Totals…A=40%, B=30%, C=20%, D=5%, E=0%, F=5%; what CONCLUSIONS can you draw?

46. Thinking about the questions from “Click-It!”… • Were the questions varied? • Did the questions provide an appropriate number & mix of knowledge, comprehension, application, analysis, creation/synthesis, and evaluation questions? • Were the questions purposeful? • Did the activities/questions lead to further inquiry/questions? Brain Dump

47. Application & Development Objective • Develop a set of assessment questions/activities, at the lowest level of Bloom’s (“check for understanding”); • Create questions/activities at the highest levels of Bloom’s to stimulate further student thinking & inquiry.

48. Directions: • Read the non-fiction narrative titled, “Hair Today, Gone Tomorrow.” • Develop a set of 7-10 questions, at the lowest 3 levels of Bloom’s, to check for understanding. • **How could these be used for pre-assessment? • **Why would you want to develop pre-assessment questions? • Develop a set of 6-9 questions/activities, at the top 3 levels of Bloom’s, to further stimulate student thinking & inquiry.

49. Peer Tutor with Think-Pair-Share(15-20 minutes) • Choose a partner. • Each partner shares the Assessment & Thinking/Inquiry questions/activities they just wrote. • “Peer Tutor” gives feedback about the questions, thinking about: • Is the question purposeful? • Is the question clearly focused? • Is the question carefully conceived? • Is the question well formulated? • Ask questions/give suggestions for refinement, if necessary. • Refine Assessment & Thinking/Inquiry questions/activities, based on feedback.

50. Useful vs. Non-Productive Question Types(From, Asking Smart Questions) Handouts: • “Dictionary of Useful Questions” • “Non-Productive Questions”