Literacy and Justice for ALL Year – 2

1. Literacy and Justice for ALLYear – 2 Alabama Reading Initiative 2011-2012 Session 2

2. Parameters: 1. All participants - no observers. 2. Use time wisely. 3. Stay focused. Please keep sidebar conversations to a minimum. 4. Respect others’ opinions. 5. Set cell phones and other electronic devices on vibrate or silent and put them away.

3. NAEp Results 2011 ALABAMA and the Nation Grade 4 and 8

7. NAEP Results, Grade 4 Achievement-Level Percentages and Average Score Results

8. NAEP Results, Grade 8 Achievement-Level Percentages and Average Score Results

11. Overarching Outcome Equip ARI teams to use instructional strategies including formative assessment to help students develop critical thinking skills and help administrators and teachers use Response to Instruction (RtI) to increase student learning.

12. Let’s Review “Analyses show that students benefit from classroom talk especially when teachers ask authentic questions and incorporate student responses into the questions they pose. Student writing is also enhanced by instructional coherence among reading, questioning, writing, and classroom talk.” Adapted from the National Research Center on English Learning and Achievement, February 2001

13. Session Two Outcomes • I can share my learning and implementation from Session #1 . • I can identify research/principles of questioning that will be used to improve my questioning expertise. • I can formulate varying levels of questions in order to increase students’ content knowledge and critical thinking.

14. Session Two Outcomes (cont.) • I can state compelling reasons why peer coaching will be beneficial in my school, and I can plan and implement peer coaching with my ARI school team. • I can explain why questioning and peer coaching are essential in developing the critical thinking skills of my students and myself as an educator.

15. Alabama Continuum for Teacher Development 1.2 - Content Knowledge Emerging Designs a variety of assessments, including pretests and informal measures to determine pre-instructional levels of students’ knowledge and skills – and uses results to differentiate instruction Applying Plans and delivers relevant learning activities that build upon student knowledge, as accessed through purposeful questioning Integrating Engages colleagues and students in formulating questions and designing new learning activities that draw upon and respond to learners’ varied experiences, knowledge and interests

16. Alabama Continuum for Teacher Development 2.7 - Teaching and Learning Emerging Formulates and uses questions to engage students in thinking at all cognitive levels and in mastering the content Applying Encourages and teaches learners to formulate questions to guide their learning. Uses effective questioning strategies to facilitate learner interactions and discussions Integrating Leads colleagues in the formulation of essential questions that cross the disciplines and that enable learners to integrate knowledge from different sources and make meaningful connections across content areas Innovating Models effective questioning skills when leading colleagues in professional learning activities related to improved instruction

17. Alabama Continuum for Teacher Development 2.10 – Teaching and Learning Innovating Coaches and supports colleagues in improving practices to collect, record and share learning performance data

18. Session # 1 Assignment Revisit the content • As a team, plan a practice lesson using these strategies. • Decide who will teach the lesson and who will observe. Reflect • student work samples • notes from the lesson Revise the instruction BRING BACK YOUR LESSON OBSERVATIONS

19. Making connections Graphic organizer TOPIC: Connections for Your Learning on Global Sets and Formative Assessment Baseline Video Lesson for Session One (First Week of School) Practice Lesson Session One Assignment (At Your School) Video Lesson for Session II (One Month after Coaching Support) SUBTOPICS CONCLUSION CONCLUSION

20. Video This is the same group of students we observed in their first week of school—one month later AFTER the teacher and coach have worked together. They are grouped heterogeneously based on what we learned from the first lesson. As you view: Think about our overarching outcome that includes instructional strategy sets such as discussion, writing, questioning, and formative assessment. Take notes as you view/listen.

21. Making connections Graphic organizer TOPIC: Connections for Your Learning on Global Sets and Formative Assessment Baseline Video Lesson for Session One (First Week of School) Practice Lesson Session One Assignment (At Your School) Video Lesson for Session II (One Month after Coaching Support) SUBTOPICS CONCLUSION CONCLUSION

22. Read, Stop, and Talk Handout 7

23. Read, stop, Talk Directions: Find one other person at your table to work with as a partner during the reading of the excerpt. Read silently until you have both reached the stop and talk prompt in the text. At this point, talk together about the guiding questions for 2-3 minutes. Proceed reading until you come to the next prompt. One individual needs to serve as time-keeper during each of the discussions.

24. Have you been asking yourselves… • How do we …. • Teach our kids to read, • Expand their reading power, • Ensure they’re college and career ready, • “Do” RtI, With more kids and no $ AND Keep Our Sanity?

25. “Questioning Techniques” lesson

26. Agenda – Questioning Techniques STUDY Outcome: I can identify research/principles of questioning that will be used to improve my questioning expertise. Before: Questioning Behavior Rating During: Reflect-Read-Question After: Acrostic

27. Before: How Does Your Questioning Behavior Rate? Handout 1

28. During: Reflect-Read-Question What does the RESEARCH tell us about QUESTIONING STYLES and QUESTIONING FORMATS? “Experts Say” - Handout 2 Chunk 1: Front Chunk 2: Back

29. Acrostic models – used as a summary – increases rigor: An acrostic poem is similar to an acronym. But rather than shortening information into one word, an acrostic poem is used to give additional information about a chosen topic. Here are two models using the letters in the word “teach”:

30. AFTER: Acrostic SummarizationSummarize your learning using each letter of the word “question”. Q – U – E – S – T – I – O – N –

31. Backstepping the lesson– Questioning Techniques STUDY Outcome: I can identify research/principles of questioning that will be used to improve my questioning expertise. Before: Questioning Behavior Rating Purposes: Activate prior knowledge; make connections During: Reflect-Read-Question “Experts Say” Purposes: engage with text; make connections; generate questions; integrate new information with prior knowledge After: Acrostic Purpose: summarize; reflect on content

32. “Critical Thinking through Questioning” Lesson

33. agenda– Critical Thinking Through Questioning STUDY Outcome: I can formulate varying levels of questions from text in order to increase students’ content knowledge and critical thinking. Before: Fairy Tale Questioning with Bloom’s During: Creating Questions with Text After: Response Cards

34. Bloom’s Taxonomies Handouts 3 & 4

35. Using the story, The Three Little Pigs: • What were the types of homes built by the pigs? • Remembering/Knowledge • “Remembering questions”: Remembering questions ask students to recognize or recall information and evoke the lowest level of cognitive processing; however, remembering is critical for meaningful learning and problem solving. Students must be able to retrieve information if they are to use it in more cognitively complex operations.

36. Using the story, The Three Little Pigs: 2. Why did the third pig’s house remain standing when the other houses did not? Understanding/Comprehension “Understanding questions”: The first step in helping transfer the memorized information to new situations is to facilitate connections between new knowledge and prior knowledge. Understand questions must include information that students did not encounter during initial instruction. It must require students to reach beyond memory alone to answer.

37. Using the story, The Three Little Pigs: 3. If bricks were not available, what material would you choose to build your house and why? Applying/Application “Applying questions”: There are two types of application: execution and implementation. Execution involves applying a procedure to a familiar task. Implementation involves applying a procedure to an unfamiliar task and requires some degree of understanding of the problem as well as the solution procedure.

38. The Three Little Pigs: 4. What is the relationship between the materials used to build each house and what happened to it when the wolf blew on it? Analyzing/Analysis “Analyzing questions”: Analysis involves breaking down a whole (problem or idea) into its component parts and determining how the parts are related one to another.

39. The Three Little Pigs: 5. How would you judge the wolf’s behavior and why? Evaluating/ Synthesis “Evaluating questions”: Evaluation involves making a judgment based upon the application of a set of standards or criteria. The two cognitive processes associated with evaluate are checking (making judgments about internal consistency), and critiquing (for which judgments are made based upon external criteria).

40. The Three Little Pigs: 6. How could the ending be rewritten where the wolf comes out ahead? Creating/Evaluation “Creating questions”. The final cognitive process engages students in putting together disparate parts to form a new whole. The authors of the revised taxonomy place create at a higher level than evaluate because it is the process for which the student must draw upon elements from many sources and put them together in a novel structure or pattern relative to his or her own prior knowledge. It results in a new product.

41. Your Turn Using the story, Little Red Riding Hood How does this story relate to your own life? What crimes was the wolf guilty of committing? What would happen if the story ofLittle Red Riding Hood took place in a modern-day city?

42. Your Turn • What do you think Red Riding Hood will do the next time she meets a stranger? • What happened to the grandmother in the story? • Compare this story to reality. What events could not really happen? • Red Riding Hood:

43. During: Creating Questions with Text • Read the section labeled “Feedback” from the “Classroom Questions – Types of Questions, Feedback, Effective Questioning Practices” article (Handout 5). • Work with your team to create a question for each level of Bloom’s Revised Taxonomy. Refer to stems on Handout 4.

44. LUNCH

45. AFTER: Response Cards Each group will choose one question to share whole group. Other groups will decide which level they believe the question is from. When asked, one team member will raise the number card that correlates with the level.

46. Backstepping the lesson: Critical Thinking Through questioning STUDY Outcome: I can formulate varying levels of questions from text in order to increase students’ content knowledge and critical thinking. Before: Fairy Tale Questioning with Bloom’s Purposes: build background knowledge; activate prior knowledge; integrate new information with prior knowledge During: Creating Questions with Text Purposes: generate questions; apply new information After: Response Cards Purposes: justify, deliberate, and evaluate conclusions of self and others

47. Select & Plan Framing quality questions can be a time-consuming and rigorous task. Think about the potential benefits to students and teachers as you plan.

48. Team to Teach Study • Continually • Revisit • Reflect • Revise Plan Select

49. Select & Plan • As a team, review the questioning information provided in your school study packet (Handouts A & B). • Plan your next steps for implementing questioning in your school. • Consider the various taxonomies • Determine additional research needed

50. Peer Coaching