What was the Question? Differentiating Questioning for Students with Disabilities

1. What was the Question? Differentiating Questioning for Students with Disabilities

3. Introductions Elizabeth Mitcham, Exceptional Children’s Teacher, Community House Middle School, Charlotte Mecklenburg Schools elizabeth.mitcham@cms.k12.nc.us http://elizabethmitcham.cmswiki.wikispaces.net/ Dawn Farrington, Itinerant Coordinating Teacher, Charlotte Mecklenburg Schools dawn.farrington@cms.k12.nc.us

4. Session Objectives • Participants will understand a variety of methods and styles to question students with disabilities. • Participants will apply differentiated questioning styles to allow students to demonstrate knowledge of Common Core Standards and fundamental skills necessary to master the curriculum. • Participants will create a set of differentiated questions for a specific unit of study based on the Common Core Standards for their content area.

5. Teacher Evaluation • IIc. Teachers treat students as individuals. • IId. Teachers adapt their teaching for the benefit of students with special needs. • IIIb. Teachers know the content appropriate to their teaching specialty. • IIId. Teachers make instruction relevant to students. • IVa. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

6. Teacher Evaluation • IVb. Teachers plan instruction appropriate for their students. • IVc Teachers use a variety of instructional methods. • IVe. Teachers help students develop critical-thinking and problem-solving skills.

7. Teacher Evaluation • IVg. Teachers communicate effectively. • IVh. Teachers use a variety of methods to assess what each student has learned. • Va. Teachers analyze student learning. • Vc. Teachers function effectively in a complex, dynamic environment.

8. Agenda • Differentiated Strategies Symbol Organizer • Common Core • Common Practices Sort • Planning for Instruction • Inside the Classroom • Assessing Student Learning

9. Error 404: File not Found • Differentiating the way students are questioned allows them to access information and demonstrate content knowledge. Think of the correct method of questioning as typing the exact file name into your computer.

10. 100% Response • Tell me something you know about Common Core. • Repeats are acceptable.

12. What are the Common Core State Standards? Aligned with college and work expectations Focused and coherent Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Internationally benchmarked so that all students are prepared to succeed in our global economy and society Based on evidence and research State led – coordinated by NGA Center and CCSSO

13. Design and Organization Three Main Sections K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies, Science, and Technical Subjects Shared responsibility for students’ literacy development

14. Design and Organization Four Strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy Media requirements blended throughout

15. Organizing Elements Anchor standards

16. Common Core State Standards CCSS recognizes the importance of students becoming questioners Explicit references to students as questioners continues through grade four Implicit in Standard 1 throughout all grades is the role of readers as generators of text questions

17. Common Core State Standards • “Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RL & RI.4.1, p. 12 & 14). • As students move from grades five through twelve, Standard 1 changes only in regard to textual citations readers use in generating and responding to questions.

18. Common Core State Standards What the CCSS does not provide are guidelines for building this lifelong skill in learners. The ability to ask good questions is a skill that can be taught and learned.

19. Questioning Basics • Good questioning helps teachers and students get to the “core” of Common Core standards. • Questioning strategies are useful to teachers for effectively planning class participation activities, for designing homework assignments, and for writing exams.

20. Questioning Basics • Teachers can use questioning to: • to diagnose student strengths and weaknesses. • to encourage involvement of passive learners. • to help students form the habit of reflection. • to provide student feedback. • to increase students' incentive to inquire.

21. Model Effective Questioning • Consider your own questioning techniques. • Utilizequestioning in ‘think alouds’. • Display good questions. • Designactivities that prompt critical and creative thinking. Create the desire to know. Builda shared language for questioning. Celebrate questions. Value and assess questioning. Questioning Smarts, Carol Koechlin

23. Open Sort: Differentiation • Sort the words/phrases on your BLUE handout into categories. • Talk with a peer about a name for each category.

24. Assessing the Sort…

25. Closed Sort: QUESTIONING Write a questioning strategy you use on a sticky for one category.

26. Eliminate the Repeats • Give me a if you hear any repeats….

27. Planning for Instruction Assessing Student Readiness This drives what you teach!! • Create a K(WL) Chart • Give 3 Sticky Notes • 4-corners • Poll Everywhere • Flip Classroom

28. Planning for Instruction • Plan ?’s in advance necessary for student mastery • Consider response modes that are more successful • Make connections between content and student interest • Consider student learning styles and individual strengths • Decide which parts of the content are essential and WHY

29. Inside the Classroom • Use different levels of Blooms/Marzano’s to ask the same question • Allow multiple modes of responding • Never Abandon Purposeful Questioning • Acknowledge Correct Key Words/Phrases given by the student • Allow student to finish their complete thought • Allow them to peer conference clarify their answer • Supported Responding (Numbered Heads) • Force Some Level of Response (choral, non-verbal, choice)

30. The Boiled Frog They say that if you put a frog into a pot of boiling water, it will leap out right away to escape the danger. But, if you put a frog in a kettle that is filled with water that is cool and pleasant, and then you gradually heat the kettle until it starts boiling, the frog will not become aware of the threat until it is too late. The frog's survival instincts are geared towards detecting sudden changes. Questioning Smarts, Carol Koechlin

31. Inside the Classroom-Using Bloom’s Knowledge Where do frogs live? What triggers the survival instincts of a frog? Comprehension Would a frog sense danger in warm water? What is the message of this story? Application How would a frog react if it landed on a very hot rock? A patch of ice? How could this fable be told in drama? Analysis Why do you think the frog does not sense the danger in slowly warming water? How is a frog like a smoke alarm? Synthesis How does this message relate to us and our environment? How could we train frogs to react differently to increased temperatures? Evaluation Are the frog’s survival instincts adequate for life in Ohio state? Why might this be an important story?

32. Numbered Heads Together

33. Turn and Teach • Turn to your partner and talk for 45 seconds about what you have learned so far. • Partner 2 talks for 45 seconds without repetition

34. Assessing Student Learning More than just making it easier • Assigning Roles • R.A.F.T. • TIC TAC TOE Assessments • Tableaus • WebQuests • Numbered Heads Together • Written Response Choice

35. Lesson Close • Summarize New Content

36. Agenda • Brain Break- The Great Wind Blows • Model Lesson Plan • Gallery Walk • Peer-to-Peer • Close • Q & A

37. How are you feeling about differentiated questioning? • During this 5 minute break, find the appliance that best describes how you are feeling about differentiated questioning strategies and their implementations in your classroom. • Talk with others about why you made your selection.

38. The Great Wind Blows… Classroom Clip: 7th grade ELA at Community House Middle School, Charlotte-Mecklenburg Schools From Tutor Scripts to Talking Sticks, Paula Kluth

39. Model Lesson Plan

40. Gallery Walk • Take small sticky notes with you and go to a lesson plan poster. • You will have 2 minutes to add any questioning strategies that you can to differentiate the lesson. • You will visit every poster. • You will gallery walk through all the plans to see your classmates’ comments.

41. Give One, Get One • On a sticky note, write the name of the strategy that you are excited to implement and how you believe it will immediately impact student learning and engagement in your classroom.

42. Q & A • Please contact us with any questions • Thank you for coming • We hope you learned something that will have an immediate and lasting impact on student learning in your building.