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WELCOME ELA TEACHERS

WELCOME ELA TEACHERS. KEDC Kentucky Department of Education. Today’s Facilitator’s. Wayne Stevens. Sue Davis. Linda Holbrook. Judy Dotson. Marianne Johnson. Latishia Sparks. AGENDA. Welcome Effective Questioning Breakout Sessions 3c. Student Engagement

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WELCOME ELA TEACHERS

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  1. WELCOME ELA TEACHERS KEDC Kentucky Department of Education

  2. Today’s Facilitator’s Wayne Stevens Sue Davis Linda Holbrook Judy Dotson Marianne Johnson Latishia Sparks

  3. AGENDA • Welcome • Effective Questioning • Breakout Sessions • 3c. Student Engagement • Text Dependent Questions and Task Development • Strategies that Work • Lunch • Fleming County’s Jurying Process • Small Group • Jurying Process • Teacher Leaders share • Task and Module Development • Closing • LDC resources • Homework • Evaluations • I and I

  4. GROUP NORMS • Be an ambassador of “lifelong learning” • Show your enthusiasm for the work, support • the learning of others, be willing to take risks, • participate fully in discussions • Come to meetings prepared • On time, any preparations/ readings • completed, with necessary materials • Be focused during meetings • Stick to network goals/ targets, use • technology to enhance work at hand, • limit sidebar conversations • Work collaboratively • All members’ contributions are valued and honored, seek first to understand, then be understood

  5. A LOOK BACK • Close Reading/Text Dependent Questioning • Three Modes of Writing • Professional Growth Effectiveness System • IRA Common Core Article

  6. Today’s Targets • I can use careful planning to improve instruction in order to be a more effective teacher. • I can implement effective questioning strategies. • I can identify the indicators of TPGES, 3c to engage students in the learning process. • I can analyze a task and module. • I can develop an LDC module that is congruent to the KCAS.

  7. Plan Do Review

  8. Sue A. Davis Leadership Consultant KEDC Great Questions Improve Student Engagement

  9. Sue A. Davis Leadership Consultant KEDC When you see “Him,” What is expected of all students or What is the benefit to students. When you see “Her,” Questioning strategies or Teacher actions.

  10. Sue A. Davis Leadership Consultant KEDC • In general, research shows that instruction involving questioning is more effective than instruction without questioning.

  11. Sue A. Davis Leadership Consultant KEDC Teachers often have little or no training in questioning techniques, so being familiar with the research is a good place to start. Improving in this area requires a reflective and metacognitive approach.

  12. Sue A. Davis Leadership Consultant KEDC • WHY ASK QUESTIONS? • Teachers ask questions for a variety of purposes, including: • To actively involve students in the lesson • To increase motivation or interest • To evaluate students’ preparation • To check on completion of work

  13. Sue A. Davis Leadership Consultant KEDC • To develop critical thinking skills • To review previous lessons • To nurture insights • To assess achievement or mastery of goals and objectives • To stimulate independent learning

  14. Sue A. Davis Leadership Consultant KEDC One important finding is that questions that focus student attention on important elements of a lesson result in better comprehension than those that focus on unusual or interesting elements.

  15. Sue A. Davis Leadership Consultant KEDC A teacher may vary his or her purpose in asking questions during a single lesson, or a single question may have more than one purpose.

  16. Sue A. Davis Leadership Consultant KEDC Questions should also be structured so that most elicit correct responses.

  17. Sue A. Davis Leadership Consultant KEDC Josef Albers Good teaching is more a giving of right questions than a giving of good answers.

  18. Sue A. Davis Leadership Consultant KEDC John Dewey What’s in a question you ask? EVERYTHING. It is a way of evoking stimulating response or stultifying inquiry. In essence, it is the core of teaching.

  19. Sue A. Davis Leadership Consultant KEDC Harry Wong • Students MUST be given a list of learning criteria at the beginning of a lesson, which tells the student what they are responsible for accomplishing. • Learning has nothing to do with what a teacher covers. Learning has to do with what a student accomplishes.

  20. Sue A. Davis Leadership Consultant KEDC Harry Wong • Intersperse questions throughout a lesson. Ask a question after 10 sentences rather than 50 sentences and the students’ retention rate increases by 40 percent.

  21. Sue A. Davis Leadership Consultant KEDC J. T. Dillon An educative question is purposeful, clearly focused, carefully conceived and well-formulated. It does not occur in our mind; we must find it. It does not take on a shape; we must give it form. It does not present itself; we must deliver it. … To conceive it requires thought, to formulate it requires labor, and to pose it, tact.

  22. Sue A. Davis Leadership Consultant KEDC We are not referring to questions that fill class time or that are carelessly lifted from teacher’s manuals, programs, or other sources. We are referring to Educative Questions.

  23. Sue A. Davis Leadership Consultant KEDC • An Educative Question must be designed by the teacher • In view of a particular purpose • In consideration of a discrete content focus • Relative to the use of a determined level of cognition

  24. Sue A. Davis Leadership Consultant KEDC • An Educative Question must be designed by the teacher • In view of a particular purpose • In consideration of a discrete content focus • Relative to the use of a determined level of cognition • An Educative Question must be designed by the teacher • As it relates to the task at hand; • As it reflects the curriculum and CCSS; • And it reviews, extends or challenges student thinking.

  25. Sue A. Davis Leadership Consultant KEDC Two Contexts for Oral Questioning Recitation • What is in question is not the thing the question asks about. • Answers are known before asking and confirmed after asking. • The questioner reacts to the answer with an evaluation as to its correctness.

  26. Sue A. Davis Leadership Consultant KEDC Two Contexts for Oral Questioning Discussion • Questions are open for discussion rather than closed for an answer. • The teacher is NOT the source of the answer. • Discussion is characterized by an exchange of talk.

  27. Sue A. Davis Leadership Consultant KEDC Purpose of Question Recitation Discussion To get students to talk To review and assess what is known To get students to think To work out understanding of content Role of Teacher Recitation Discussion Speaks at every turn Speaks in questions Evaluates the student answers as to correctness Does not speak at every turn, but yields floor to students Does not always speak in questions but also makes comments Poses question for discussion Asks questions that perplex self

  28. Sue A. Davis Leadership Consultant KEDC How does an “educative question” relate to an LDC Module? 4 minutes: 1 for thinking; 3 for listening to and sharing with others

  29. Sue A. Davis Leadership Consultant KEDC • An Educative Question • Increases student engagement in the curriculum • Helps students to focus on what is important • Improves the rate and degree of student learning • Enhances the transfer of learning to other areas

  30. Sue A. Davis Leadership Consultant KEDC Time ! Use it wisely! Plan for its use. Keep kids “on the clock.” Quick estimate: age + 2 for attention span. Never forget your most precious resource is Time !

  31. Sue A. Davis Leadership Consultant KEDC

  32. Sue A. Davis Leadership Consultant KEDC

  33. Sue A. Davis Leadership Consultant KEDC Five student behaviors that boost their ability to pay attention: S L A N T Sit Up. Listen. Ask and answer questions. Nod your head. Track the speaker.

  34. Sue A. Davis Leadership Consultant KEDC Managing Time for Instruction and Wait Time Less than 10% of class time should be spent on classroom clerical duties. 60% or more classroom time should be spent on instructional activity with active participation – the consistent engagement of the mind of all the learners with that being learned. 30% or less should be spent on facilitation of learning or guided practice of the curriculum

  35. Break Out Sessions

  36. Lunch

  37. Preparing for the LDC Module Jurying Process Stacey Fite Simons Middle School Fleming County Schools

  38. Jurying Tools • Checklist • Discussion Rubric • “Good to Go”

  39. FCS Jurying January 10, 2013 • Video Clip • Group jurying of one LDC Module • Table-Based Jurying of 1 LDC Module • Partner-Based Jurying of 1 LDC Module

  40. Lessons Learned • What worked • What needs to be revised

  41. Jurying Together

  42. Additional LDC info • Remote Coaching website and forms http://r-groupspace.goingon.pro/home • LDC Teacher Institutes

  43. Closing For next meeting -March 19,2013 Completed LDC module including: • Pre-assessment • Instructional Ladder • 2 samples of scored student work for each of the four performance levels • TDQ using one text from your task *remember to bring a copy –remove all identifying information

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