Day 2
Welcome Back Learning
Specialists!
RSVP is your response sheet
(R – reflect on a strength in your teaching with respect
to today’s content S – summarize important learning, P
– puzzlers?questions?)
BRINGING BACK THE
LEARNING
Today’s Outcomes p. 17
•
•
•
•
Define the four teaching decisions
Identify the attributes of effective questioning
Create a task analysis
Describe the process of checking for
understanding
• Define what quality feedback is and is not
• Describe how the teaching decisions relate to
the NYS Teaching Standards and the language
of the rubrics for professional practice
Effective Questioning
What are all the different
kinds of questions we ask
in the classroom?
What are all the different kinds of
questions we ask in the classroom?
Management/procedural
• What do we need to remember so everyone can be
heard?
• Can everyone see? Hear?
• How much more time do you need?
• Where can we find the information?
• Can you show me you can work with your group?
Kinds of questions we ask..(Content)
• Recall of Facts (knowledge)
– How many squares within the figure do you see?
– How many square within your various rectangles?
• Making Connections
– What is the relationship between the length and
width and the number of squares?
• Connecting/Inferring
– I own a piece of grassland whose area is larger
than that of a football field. Why might it be
unsuitable for football?
Kinds of questions we ask (content)
Evaluating
• What evidence can you find to justify your
answer? To formulate a written response? To back
up your opinion?
Continuum of Questioning
High
Consensus
Low Consensus
Yes or No
Closed
Open
Continuum of Questions
• Using your questions…
What does it look like and sound
like when a teacher uses effective
questioning strategies?
Criteria for Effective Questioning – toward
learning outcomes
• Congruent (relevant) to the learning
• Invitation for ALL students to think
• A range of questions are used to extend thinking
from a base of knowledge to higher order thinking
that is more critical and creative
Wait Time
• The “space” after All students are asked
the question
• Generally 3- 5 seconds before we call on
students randomly (complexity)*
LITERATURE CIRCLE
Literature Circle p. 51
After each of you read the article…
 Summary and Reaction: Prepare a two to three sentence
summary of your reading.
 Connections/Passages: Underline/highlight ideas that stand
out to you or caught your attention in the text, jot down
thoughts/connections to your own work.
 Illustration: Quickly sketch a picture relating to your reading.
WAIT
TIME EFFECTS
WAIT TIME
EFFECTS
 Length of student responses increases
between 300-700 %
 More inferences
 More speculative thinking
 More questions
 Decrease in failure to respond
 Decrease in management problemss
CALLING ALL THINKERS!
Teach Your Students
Explain –
state the
procedure, model &
demonstrate(show/tell)
Rehearse –
Reinforce –
practice
give specific
feedback when they do it right
WAIT TIME PROMPTS
 Get your answer ready…
 I want you all to take a minute to think about this…
 Before you start writing…
 Get a picture in your head of this….
 Without talking, get three ideas in your mind…
 Before you raise your hand, I want you to think about …
 I am going to give you 10 seconds to get your answer
ready.
Continuum of Questioning
High Consensus
Closed
STRETCH THE THINKING!
Low Consensus
Open
Let’s Go to Your Rubric Placemat…
1. Read through the
student engagement
section & questioning
sections
2. What language do see
that is a “match” for the
key components of
effective questioning?
3. Be ready to explain how
it is a match.
In your classroom…
• What is an objective that you have for your students?
• Based on the rubric language and your learning about
questioning, what would it look like and sound like in
your classroom?
– Write an example of a question you would ask
students
– What language would you use to direct student
engagement?
Teaching Decisions
Now that we have our outcomes…
What are the essential
components that students must
know and do to be successful?
Task Analysis
The process of taking apart a learning task to
determine the sub skills or component skills
needed to accomplish a task.
Task Analysis Steps
1.
2.
3.
4.
What is your outcome/objective?
What are the sub skills?
Are all the sub skills relevant?
Does the learning require a particular
sequence?
Why is it necessary?
• Time Now…or Time Later…!
Let’s take a look at a teacher’s work!
Identify where you see the steps of a task analysis.
Your Turn!
What are the steps to a task analysis?
Review with the person next to you!
Take one of your outcomes and complete a task analysis
- The more complex the outcome – the more complex the task analysis)
-
a Task Analysis is NOT a lesson plan – it is a Dependent SEQUENCE
of intended learning
Let’s Go to Your Rubric Placemat…
1. Read through the Teaching to an
Outcome section.
2. What language do see that is a
“match” for our work with task
analysis?
3. Be ready to explain how it is a
match.
How has this changed or added to
your thinking about planning for a
lesson?
Check for understanding
It’s just like that in the classroom
• A: Why is it necessary to check for
understanding/monitor learning ?
• B: What would happen if we didn’t?
Definition
• Checking/monitoring evidence of
student learning during instruction
and making informed decisions
• formative assessment
Critical Attributes:
O (observable), A(All) , R (elevant)
Step 1:
Elicit Relevant Observable Behavior
• Overt response
• Relevant evidence
“Are you okay with this?”
“Any questions?”
“It seems like we’re ready to move on.”
Strategies for Checking
• Signal Behaviors
• Other Visual Responses
Choral Responses
Other Oral Responses
Written Responses
Task Performance
The “continuum”
of checking for understanding
NEVER
One at
a time
Several
ALL!
Step 2:
Check the Behavior
• Looks Like
• Sounds Like
Step 3:
Interpret the Behavior
• Analyze the data, what did you
get?
• Did the behavior match the
intended learning?
• If necessary, pinpoint where
the learning broke down.
Step 4:
Make a Decision and Take Action
• Red: Stop and reteach/abandon
Move ahead
slowly with more
practice
• Green: Go ahead as
planned
On Your Own…
• Review the description of a teacher’s
use of formative assessment (LCI
handout)
• As you read, underline the formative
assessments the teacher uses
• Be ready to share examples (line
numbers/evidence) and your answers
to questions 1 – 4 on the first page
How have we “checked for
understanding”?
Self-Reflection:
Which area of Checking for
Understanding do you want to make better decisions about?
Step 4
Make a Decision
and Take Action
Step 3
Step 2
Step 1
Interpret the
Behavior
Check the
Behavior
Elicit Relevant
Observable Behavior
Let’s Go to Your Rubric Placemat…
1. Read through the
checking for
understanding section
2. What language do see
that is a “match” for the
key components of
checking for
understanding?
3. Be ready to explain how
it is a match.
“Feedback is not about praise or blame,
approval or disappointment. Feedback is valueneutral. It describes what you did and did not
do. Praise is necessary but praise only keeps
you in the game. It doesn’t get you better.”
- Grant Wiggins
Feedback is NOT…
Advice
Feedback IS…
•
•
•
•
•
•
Descriptive
Specific
Purposeful
Respectful
Non-judgmental
Timely
Feedback…
 Includes specific
references to student
work
 Emphasizes what the
student must do to
improve
Feedback is effective when…
• Students make meaning from it
• It is provided in time to make a difference
• The culture of the classroom influences
students perceptions about improvement
• There is just enough- not too much!
Growth Producing Feedback?
YES
• Take a look at the example on the board. Look at
my second step and compare it to what you have
done.
No
• I’m not sure you studied very long or hard for this
test. I expected better results from you
• There are just too many careless errors here. Take
your papers back and correct your mistakes
What to give feedback about?
• What is the content or skill you want the
students to learn?
• Feedback should be specific to the skill
• It might be about accuracy of content or
effectiveness of a process
Don’t confuse feedback with praise or
advice/criticism
Why is descriptive feedback important?
• Read through the LCI examples
How would you describe the feedback?
• What does it do? What doesn’t it do?
How can this type of feedback support
learning?
p.19 LCI
Let’s Go to Your Rubric Placemat
What matches do you see in the language of your rubric and our
learning about feedback?
Let’s Consolidate -RSVP
This is closure and your response to us for
day 2!
R- Reflect on a strength in your teaching with respect to
today’s content
S- Summarize your important takeaways from today’s learning.
V- Viewpoint- Present your viewpoint on this statement:
“Most feedback students receive does not add to their learning.”
P- Puzzlers(questions)- What questions do you still have about
the different teaching decisions we have talked about today?
• See you all October 28th!