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Activating Strategy
Take 5 minutes to think about the following and answer on sticky notes:
1. How do you write questions for tests?
2. How do you ask questions in class?
3. What do you do with the information you gather
from these questions?
Put your sticky notes on the appropriate poster. We will come back to these later in the PD.
3 Volunteers to share:
How do you write questions for
assessments?
3 Volunteers to share:
How do you ask questions in class?
3 Volunteers to share:
What do you do with the information you gather from these questions?
3 Models for Questioning
New Bloom’s Taxonomy
Ciardello’s Four Types of Questions
Quality of QUESTIONS
3 Models for Questioning:
:
You will work in a small group to create a poster (word splash, graffiti, etc.) to describe the verbs your group is assigned. You
have 10 minutes.
0 Group 1: recognize, interpret, execute, organize, critique, construct
0 Group 2: recall, classify, employ, disseminate, assess, product
0 Group 3: define, summarize, implement, investigate, review, conceptualize
0 Group 4: distinguish, infer, perform, differentiate, judge, generate
New Bloom’s Taxonomy Activity:
We will share each of these
shar posters and leave them up through today’s PD to refer back to them.
Group 1 (also known as Factual)-2 min to share
Group 2 (also known as Conceptual)-2 min to share
Group 3 (also known as Procedural)-2 min to share
Group 4 (also known as Metacognitive)-2 min to share
We have all heard of Bloom’s Taxonomy and most likely used it in our classrooms. Today we will spend some
time with the Revised Version.
In 2001, researchers revised the 1956 version of Bloom’s Taxonomy. Now RBT (Revised Bloom’s Taxonomy) has rows for Knowledge Dimension and a column for Cognitive Process Dimension. By crossing the knowledge row the process column, you can plan objectives, activities, and assessments that allow students to learn different types of knowledge using a variety of processes (Blackburn 2013 p. 16).
http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-blooms-
taxonomy/
You will work with a partner to look at an interactive model of the knowledge dimension and cognitive
process dimension.
Mouse-over the colored blocks to see examples of learning objectives.
RBT TABLE
RBT QUESTIONS
Ciardello’s Four Types of Questions
Question Type Question Stem Cognitive Operations
Memory Who, what, when, where?
Naming, defining, identifying
Convergent Thinking Why, how, in what ways?
Explaining, comparing, contrasting
Divergent Thinking Imagine, suppose, predict, if/then, how might?
Predicting, hypothesizing, inferring
Evaluative Thinking Defend, justify, judge Valuing, judging, justifying choices
Blackburn, 2013, P. 18
Activity:
0At your table, align Ciardello’s four types of questions with sections from the Revised Bloom’s Taxonomy. You will have 5 minutes to compare and match the two.
0What do you notice? Be thinking of ways you can incorporate them into your class.
Quality of QUESTIONS(Blackburn, 2013, P. 13).
Characteristics of Good QuestioningQ—quality
Don’t waste your time on questions that are unclear, confusing, or irrelevant.U—understanding
Make sure your questions lead to an understanding of content.E—encourage multiple responses
Questions with more than one answer lead to higher levels of thinking.S—spark new questions
If your question encourages students to ask more questions, you’ve struck gold!T—thought-provoking
Prompting students to think is the truest aim of good questions.I—individualized
Customize questions to your content and to your students.O—ownership shifted to students
Give students the opportunity to create their own questions.N—narrow and broad
Some questions are focused, some more open-ended. Use a balance.S—success building
Remember the goal of all questioning: successful student learning.
Quality ofQUESTIONS
Activity:
Join your content team for this activity.
Together you will provide a content-specific example of each of the characteristics of good questioning.
You will have 10 minutes to come up with your examples.
Math will have 3 minutes to share.
Language Arts will have 3 minutes to share.
Social Studies will have 3 minutes to share.
Science will have 3 minutes to share.
Electives will have 3 minutes to share.
Use the question stems provided by the question matrix to promote higher-level,
open-ended questions:Question Matrix
0 What Is When Is Where Is Which Is Who Is Why Is How Is
0 What Did When Did Where Did Which Did Who Did Why Did How Did
0 What Can When Can Where Can Which Can Who Can Why Can How Can
0 What Would When Would Where Would Which Would Who Would Why Would How Would
0 What Will When Will Where Will Which Will Who Will Why Will How Will
0 What Might When Might Where Might Which Might Who Might Why Might How Might
Wiederhold, Chuck. Cooperative Learning and Higher Level Thinking: The Q-Matrix (San Clemente, CA: Kagan
Publishing, 1995).
Accommodations for Diverse Groups
How can we use these 3 models of questioning for two diverse populations:
EC Students ESL Students
Involving English language learners in the discussions in their content area classes can be frustrating if
teachers do not develop strategies for asking questions.
0 Choose easy questions for your ELLs and structure the form of the question to their current language ability. Accept single word/phrases as correct answers. Do not insist that students speak in full sentences.
0 Let ESL students know which questions they will be responsible for answering in advance. Allow for think time and preparation of answers.
Effective questioning factors for EC and ESL students
Embed Evidence-Based Practices within effective instruction, which include:
Pace appropriately
Preview instruction
Review previous instruction
Monitor student performance
Circulate and scan instructional environment o Recognize appropriate behavior
Exhibit enthusiasm
Display awareness of what is happening
Use wait time after questioning
Retrieved from: http://www.cec.sped.org/Publications/CEC-Journals/TEACHING-Exceptional-Children
Hierarchy of Questions(with examples)
Ask newcomers to point to a picture or word to demonstrate basic knowledge. "Point to the penguin."
Using visual cues, ask simple yes/no questions."Is a penguin a fish?"
Ask either/or questions in which the answer is embedded."Is a penguin a mammal or a bird?”
Break complex questions into several steps."Look at the mammals. Find the bear, the dog and the cat. Why are
these animals all mammals? How are they the same?" Ask simple "how" and "where" questions that can be answered with a phrase or a
short sentence."Where do penguins live?" How do bats hear?
Do not expect your ELLs to answer broad open-ended questions."How do fish breathe underwater?”
Haynes, J. 2014. How to develop questioning strategies. Retrieved from: www.everythingesl.net/inservices/questioning_strategies.php
15 minute Activity
Select a partner and discuss which questioning
factor you think is most important when
incorporating rigor into your EC or ESL classrooms using each of the 3 questioning strategies.
Spend about 5 minutes on each questioning strategy.
Apply each strategy to EC and ESL students.
Which factors will you incorporate into your EC and ESL
classes?
Let’s share
Each group will share one questioning strategy they have accommodated to fit the needs of an EC student
and the needs of an ESL student.
Activating Strategy:
Rigor is just one more thing to do.
Lots of homework is
rigorous.
Rigor means doing more.
Rigor is not for everyone.
Providing support means
lessening rigor.
Resources equal rigor.
Standards alone take
care of rigor.
Take 5 minutes to talk at your table about these statements and whether you find them to be true statements or false statements.
Activity:
Rigor is just one more thing to do.
Lots of homework is
rigorous.
Rigor means doing more.
Rigor is not for everyone.
Providing support means
lessening rigor.
Resources equal rigor.
Standards alone take
care of rigor.
Now we know these are myths about rigor. Take 10 minutes to change these statements to become true.
“Increasing complexity means moving beyond activities that require students to recall information to asking students to apply that knowledge in multifaceted ways.”
(Blackburn, 2013, P. 53).
Increasing Complexity
There are five specific ways to increase complexity in your instruction:
Complexity through Problem-Based Learning
Complexity in Writing
Complexity as you Assess Prior Knowledge
Complexity with Vocabulary
Complexity in Review Games
(Blackburn, 2013, P. 53)
Problem-Based versus Project-Based
In project-based learning, the teacher directs the questions and assigns the final product.
In problem-based learning, the students are more self-directed and come up with many of their own questions (Blackburn, 2013, P. 54).
Problem-Based Learning
In 1995, Barrel took the KWL chart and adapted it to a model for posing problems. The result was a KWHLAQ Model:
K-What do we think we already KNOW?
W-What do we WANT to find out in order to solve the problem?
H-HOW and where will we find the answer?
L-What do we think we will LEARN? What did we LEARN?
A-How will we APPLY what we learned?
Q-What are our QUESTIONS now that we have finished our inquiry?
Blackburn, 2013, P. 54
Activity:
With your grade-level content members, come up with an activity for a problem-based learning scenario for the current unit you are working on. You will have 20 minutes. Plan to use this activity in your classroom before our follow-up session.
Example: In social studies, students create a separate administration or government that pertains to their grade level only.
Complexity in Writing
Using a RAFT is an
effective way to add rigor to student
writing.
R-role A-audience F-format T-topic
Example of a RAFT
ROLE AUDIENCE FORMAT TOPIC
Knight People of the future
Letter Black Death
Peasant Television audience
Travel Brochure Social Classes
Rat 6th grade students
Talk Show Weaponry
King Anyone above the Role in social class
Application Castle Design
Quick Write:You are going to do a quick write using the example RAFT. Pick a Role, and Audience, a Format, and a Topic. You will have 7 minutes.
ROLE AUDIENCE FORMAT TOPIC
Knight People of the future
Letter Black Death
Peasant Television audience
Travel Brochure
Social Classes
Rat 6th grade students
Talk Show Weaponry
King Anyone above the Role in social class
Application CastleDesign
EXAMPLE:Knight, Anyone above Knight, Letter, Castle Design.Dear King,
I am Knight Jones and I am concerned for your safety. I recently was on a mission to attack a castle on the manor across the river. This castle had a draw bridge and a moat. It made attacking very difficult. I think it would be wise if you look into building a moat and having a draw bridge added to your castle. This will keep you safe.
Another item you can add to the castle to keep you safe is arrow loops. This would allow people fighting the attackers to shoot arrows through the walls.
I appreciate your Lordship taking these suggestions under consideration. I think it will help you and your family remain unharmed in the next battle.
Sincerely,Knight Jones
Complexity as you Assess Prior Knowledge
An effective way to assess prior knowledge
is having students complete an
anticipation guide, then taking it one step
further.
Have the students answer several
true/false questions about the upcoming
topic.
Have students then work together to check their answers (may use
sources).
Finally, students must re-write the false
statements to make them true.
Complexity as you Assess Prior Knowledge
Another way to effectively assess prior knowledge is by having students create an alphabet of terms for a particular topic. This allows the teacher to gain understanding how deep a students’ knowledge goes on a topic.
To gain understanding of a how much knowledge a class has, start a topic paper and send it around and have students add ideas to it. Also have them check each other’s comments for misinformation.
Activating prior knowledge is important for EC and ESL students
Including a strategy to activate prior knowledge benefits ELL students and EC students because:
students have the opportunity to dialogue
they express their ideas
promotes collaborate with each other
students connect what they already know to the new concepts
facilitates learning and comprehension
Data to support the importance of activating prior knowledge
Klinger and Vaughn incorporated activating prior knowledge strategies in their classrooms.
The results were: All EC students improved their performance on
comprehension measures. Improvement continued to be displayed after 30 days in
both 6th and 4th grades. Students with LD significantly improved their ability to
compose summaries compared to control students.
http://schsinstructionalcoach.weebly.com/reciprocal-teaching-and-ec-students.html
Complexity with Vocabulary
Vocabulary is a struggle in all content areas. Memorizing definitions does
not show that a student comprehends the meanings of words. We must find
ways to use vocabulary that demonstrate students’ understanding
of the word, not if they can match it with a definition.
Graphic Organizers are a great way to do this. Frayer models
are one example. You don’t have to use the same method all of the time, you can even
teach several and let the students choose their favorite.
Who Am I? Riddles (Blackburn, 2013 p. 63) are another
effective way to demonstrate depth in vocabulary
knowledge. Example: I am in the land between two rivers. Hammurabi was King here,
annual flooding causes me to have rich soil. Where Am I?
Mesopotamia
Complexity in Review Games
Jeopardy is a popular way to review before an assessment. Two ways to make Jeopardy more rigorous for your students:
Have them create the questions and categories.
Have each person answer on a white board and each person gets points for correct answers even though only one group or one person answers aloud.
Vocabulary with EC and ESL learners
ESL Vocabulary Activities for All Levels
Teachers can use variations of these core activities to develop vocabulary at all levels across content areas.
1. Flashcards and games/contests as icebreakers or wrap ups
2. Pre-teaching Vocabulary for Reading or Listening Assignments
3. Personal Vocabulary Lists
4. Quizzes/Self-Study Worksheets/ Cloze Activities
5. Contact AssignmentsRetrieved from: http://hubpages.com/hub/Strategies-for-Teaching-ESL-Vocabulary
Frayer Model for increasing rigor in ESL and EC classes
How can games increase complexity and rigor for EC and
ESL learners?Improve student proficiency by using :Visual aidsIncorporating dramaRole playingPromoting vocabulary usePromotes participation/ communicationLowers students’ stressCaptures students’ attention
Note: be sure to follow student accommodations and IEP’s. For example, increase wait time for responses.
A Fun, Rigorous Game Resource !
http://www.edteck.com/rigor/lessons/detective/
Remember!
Rigor is a word used often in teaching, but many don't quite understand what rigor means. Rigorous learning is not a measure of the quantity of material covered or
the number of times it is covered. Rigor is an element of the learning environment that promotes an in-depth,
active, and engaged learning process for students. Teachers should attempt to incorporate rigor into as
many of their teachings as possible. Rigor creates excitement and enthusiasm for learning that students
can get in few other places.
Summarizing Strategy:Exit Ticket
Please take a few minutes to write 3 new ways you will incorporate rigor into your classroom based on the
information you learned from today’s PD.
Thank you!
HOMEWORK
0 TASK ONE:Take the RBT (Revised Bloom’s Taxonomy) table and the RBT questions and come up with an assessment for your next unit. It can be a mini assessment after a concept or a unit assessment. Bring your assessment to the follow-up session.
0 TASK TWO:Take the RAFT model and create a writing activity fora concept you are going to teach. Include at least 4 of each category. Bring two student examples to our follow-up session.
0 TASK THREE (EC and ESL Teachers):Using the template provided in the link, create a graphic organizer to introduce an important vocabulary word in your classes. Be prepared to discuss the benefits of using the graphic organizer in our follow-up session.
http://www.worksheetworks.com/miscellanea/graphic-organizers/ frayer.html
Activating Strategy:
Role-play in groups of two. One person should play the role of reporter while the other plays the role of
interviewee. Reporters ask interviewees to state a specific event in their lives but to give no details. Next, reporters should use the wh- question stems to find out more information about
the event. Switch roles and repeat the activity.Note: this is a great game for your students, too
Remember…
In order to get information, ESL students will have to learn basic investigative questions --- who, what, where,
when, why and how. While native speakers need little help with this concept because they tend to "pick it up"
during childhood language acquisition, ESL students require specific activities designed to teach these words and their uses. These techniques are also useful for EC
students.
Rigor Video
https://www.youtube.com/watch?v=XxMh4vGRTwU#t=30
After watching the video, turn to a partner and discuss student
motivation in your class since incorporating rigor. You have 3
minutes.
Refer to this activity from our original PD:
With your grade-level content members, come up with an activity for a problem-based learning scenario for the current unit you are working on.
NOW:
Take 15 minutes to explain your activity to a non-content partner. You and your partner need to then reflect on the challenges and successes you faced with this activity.
Homework follow-up
0 Fill in the RBT Table from your guided notes with the number of questions from your assessment that fit into each category.
0Take 10 minutes with a partner to discuss the completed table. Make sure to include why each question fits into each category. Ask your partner if they agree or disagree.
Homework follow-up
0 Pass in your student RAFT work examples.
0Get into small groups of no more than 4.
0We will pass out random RAFTs. Your group will identify the Role, Audience, Format, and Topic from the student sample.
Homework follow-up
0EC and ESL teachers pair up with one general education teacher.
0The gen ed teacher will fill out a Frayer Model for the word “RIGOR”.
0All teachers will next discuss how the use of graphic organizers benefit vocabulary comprehension. ESL and EC teachers can share the benefits they experienced in their classes from using the FrayerModel. You will have 10 minutes.
Q & A Session
Summarizing Strategy:3-2-1
3 ways you will incorporate rigor in your classroom
2 favorite questioning strategies
1 strategy you think students will engage in the most.
References
Blackburn, B. (2013). RIGOR is not a four-letter word. Routledge; NY, NY.
Haynes, J. 2014. How to develop questioning strategies. Retrieved from: www.everythingesl.net/inservices/questioning_strategies.php.
Wiederhold, Chuck. Cooperative Learning and Higher Level Thinking: The Q-Matrix (San Clemente, CA: Kagan Publishing, 1995).
Retrieved from: http://www.cec.sped.org/Publications/CEC-Journals/TEACHING- Exceptional-Children
Retrieved from: http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-blooms-taxonomy/.
Retrieved from: http://hubpages.com/hub/Strategies-for-Teaching-ESL-Vocabulary.