Questioning, Exploring and Writing in MS-Roundtable

582 views

Published on

M Mortimer
Questioning, Exploring and Writing in MS-Roundtable
NCMSA11

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
582
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • GRAPHIC = discussion table (?) OR maze?
  • Work on language of #3 and 4. Repeated for use as summary at end of course section.
  • Questioning, Exploring and Writing in MS-Roundtable

    1. 1. Questioning Exploring Writing in the Middle School
    2. 2. Introduction <ul><li>Welcome! </li></ul><ul><li>Are you looking for something that is not just a </li></ul><ul><li>middle school language arts program? </li></ul><ul><li>Great Books Roundtable is for you! </li></ul>
    3. 3. Program Overview Great Books Roundtable preserves the features that have made Great Books programs unique and exciting for more than forty years—a focus on the Shared Inquiry™ method of learning supported by high-quality literature.
    4. 4. Sample Unit – “Wolf” <ul><li>We are going to use “Wolf”, with the video that depicts a middle school classroom working on pre-discussion activities, discussing the selection, and completing post-discussion activities including writing. </li></ul>
    5. 5. Questioning, Exploring and Writing in the Middle School <ul><li>PREREADING QUESTIONS </li></ul><ul><li>Please tell us who you are and what interests you in Questioning, Exploring and Writing in the Middle School? </li></ul><ul><li>______________________________ </li></ul><ul><li>______________________________ </li></ul><ul><li>______________________________ </li></ul><ul><li>______________________________ </li></ul>
    6. 6. Skills <ul><li>Roundtable provides a superb framework for teaching the skills of </li></ul><ul><li>Reading Comprehension </li></ul><ul><li>Critical Thinking </li></ul><ul><li>Speaking </li></ul><ul><li>Vocabulary </li></ul><ul><li>Writing </li></ul>
    7. 7. The Teacher’s Role <ul><li>As a Shared Inquiry leader, you do not impart information or present your own opinions , but guide participants in reaching their own interpretations. </li></ul><ul><li>You do this by asking thought-provoking questions and by being an active listener. </li></ul>
    8. 8. Questioning <ul><li>TEACHERS -The key to a great discussion is learning how to ask questions </li></ul><ul><li>STUDENTS – It is more important to question answers than to answer questions </li></ul>
    9. 9. 4 Types of Questions <ul><li>Factual </li></ul><ul><li>Interpretive </li></ul><ul><li>Evaluative </li></ul><ul><li>Speculative </li></ul>
    10. 10. Questioning <ul><li>The SI Method distinguishes four levels of questions </li></ul><ul><li>Factual – Only one correct answer based on evidence from the text </li></ul><ul><li>Interpretive – More than one answer that can be reasonably supported by evidence for the text </li></ul><ul><li>Evaluative – Ask you to decide if you agree with the authors point of view in light of your own experience </li></ul><ul><li>Speculative – Requires you to make a judgment based on information from outside the text </li></ul>
    11. 11. Types of Questions Leads one to make a Judgment Speculative Two or more answers Needs text + personal knowledge Evaluative Two or more answers Needs text evidence Interpretive Two or more answers Needs text evidence Factual One answer
    12. 12. Questioning <ul><li>What types of questions are these for the story “Wolf”? </li></ul><ul><li>What kind of dog is Wolf? </li></ul><ul><li>What are some animal instincts you recognize in your pet? </li></ul><ul><li>What influences you more genetics or upbringing? </li></ul><ul><li>Where in the story does Eisley act similar to Wolf? Different from Wolf? </li></ul><ul><li>According to the author, what kind of power does the remote past have? </li></ul><ul><li>Why does Eisley tell Wolf that there is something in us that we both had better try to forget? </li></ul><ul><li>_______________________________________________? </li></ul><ul><li>_______________________________________________? </li></ul><ul><li>1-F 2-S 3-E 4-I 5-I 6-I 7-__8-__ </li></ul>
    13. 13. What makes a good interpretive question? <ul><li>Genuine doubt about the answer(s) </li></ul><ul><li>Care about the question </li></ul><ul><li>Discussible </li></ul><ul><li>Clear </li></ul><ul><li>Specific to the selection </li></ul>
    14. 14. Why Interpretive Questions? <ul><li>Allows for different opinions to be accepted or rejected without judgments </li></ul><ul><li>Builds critical thinking skills by leading students to </li></ul><ul><ul><li>develop ideas </li></ul></ul><ul><ul><li>offer evidence from the text </li></ul></ul><ul><ul><li>respond to the opinions of others </li></ul></ul><ul><li>Allows for a student centered discussion sharing ideas from quality literature addressing great ideas and issues effecting middle schoolers </li></ul>
    15. 15. Interpretive Questions <ul><li>What makes an effective interpretive question? </li></ul><ul><ul><li>Doubt </li></ul></ul><ul><ul><li>Interest </li></ul></ul><ul><ul><li>Evidence </li></ul></ul><ul><ul><li>Clarity </li></ul></ul><ul><ul><li>Specificity </li></ul></ul>
    16. 16. Interpretive Questions Need… <ul><li>Doubt </li></ul><ul><li>(yes, no different answers) – Are there times when the power of the distant past confronts our present circumstances? </li></ul><ul><li>Interest </li></ul><ul><li>Why does Eisley tell Wolf that “there is something in us that we had both better try to forget”? </li></ul><ul><li>Evidence </li></ul><ul><li>At the end of the story, why does Easley call the bison fossil “our bone”? </li></ul>
    17. 17. Interpretive Questions Need <ul><li>Clear </li></ul><ul><li>Is Easley saying that people as well as animals are what we and “and can not be otherwise because of the shadows? </li></ul><ul><li>Specific </li></ul><ul><li>Why does Easley tell us that “even to me the shadows had whispered – to me, the scholar in his study”? </li></ul>
    18. 18. Sequence of Questions <ul><li>OPENING QUESTION (1 question) </li></ul><ul><ul><li>Introduces and explores ideas, topics, and themes </li></ul></ul><ul><li>FOCUS QUESTION (1 question) </li></ul><ul><ul><li>Examines a central point of the text </li></ul></ul><ul><li>CLUSTER QUESTIONS </li></ul><ul><ul><li>Establishes relevance revolving around the focus question </li></ul></ul><ul><ul><li>Interprets a passage, explore a quotations, etc. </li></ul></ul><ul><li>FOLLOW UP QUESTIONS ( asked of students to probe and clarify) </li></ul><ul><li>“ Are you saying that...” </li></ul><ul><li>“ Where in the text did you find support for that?” </li></ul><ul><li>“ What do you mean by...” </li></ul><ul><li>“ Tell us more about...” </li></ul><ul><li>“ Do you agree with Sally when she says……” </li></ul>
    19. 19. Great Books Shared Inquiry An active and collaborative search for answers to questions of meaning presented by a text
    20. 20. Leader’s Steps in Preparing a Selection <ul><li>1. Read twice and take notes </li></ul><ul><li>2. Turn notes & reactions into questions </li></ul><ul><li>3. Test for answers and evidence </li></ul><ul><li>4. Revise your questions, if needed </li></ul><ul><li>5. Select questions for SI Discussion </li></ul>
    21. 21. Step 1: Read the text and take notes <ul><li>Mark anything that you: </li></ul><ul><li>find puzzling (?) </li></ul><ul><li>think is important (*) </li></ul><ul><li>feel strongly about (!) </li></ul>
    22. 22. Step 2: Turn Your Notes into Questions <ul><ul><li>Character motivation </li></ul></ul><ul><ul><li>Unusual language </li></ul></ul><ul><ul><li>Important details </li></ul></ul><ul><ul><li>Ambiguous words/phrases </li></ul></ul><ul><ul><li>Making connections </li></ul></ul>
    23. 23. Step 3: Test for Interpretive Questions <ul><li>How many answers do I come up with? (two or more) </li></ul><ul><li>Where do I find evidence to support these answers? (back to the text) </li></ul>
    24. 24. Step 4: Revise Your Questions <ul><li>What makes an effective interpretive question? </li></ul><ul><ul><li>Doubt </li></ul></ul><ul><ul><li>Interest </li></ul></ul><ul><ul><li>Evidence </li></ul></ul><ul><ul><li>Clarity </li></ul></ul><ul><ul><li>Specificity </li></ul></ul>
    25. 25. Step 5: Select Questions for Shared Inquiry Discussion <ul><li>Group questions that deal with the same problem of meaning </li></ul><ul><li>Choose a focus question </li></ul><ul><li>Form a cluster of related interpretive questions </li></ul>
    26. 26. Teacher’s Preparation <ul><ul><ul><ul><ul><li>STUDY THE STORY </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>FORMULATE QUESTONS </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>REVIEW RULES </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>USE A SEATING CHART </li></ul></ul></ul></ul></ul><ul><li>Focus Question: ______________________ </li></ul><ul><li>Answer: _____________________________ </li></ul>What do you mean by______? Have you heard an idea you disagree with? What do you think of ___’s_idea? Where do you find that in the text? AGREE QUESTIONS DISAGREE NEW IDEAS
    27. 27. Discussion of Wolf
    28. 28. Writing <ul><li>Writing is thinking on paper. Knowing what you think and how to back it up is the first step </li></ul><ul><li>SI Discussion prepares students to explore ideas and conclude an evidenced point of view </li></ul><ul><li>Writing then becomes how to construct that on paper. </li></ul><ul><li>Roundtable included a full featured writing component on CD ROM </li></ul>
    29. 29. Roundtable Features <ul><li>High-quality literature </li></ul><ul><li>In-depth reading, critical thinking, and writing activities </li></ul><ul><li>Teaching and learning in stages </li></ul><ul><li>Differentiated instruction </li></ul><ul><li>Common Core and 21 Century Alignments </li></ul><ul><li>Assessment options </li></ul><ul><li>Standards-and research-based learning </li></ul><ul><li>Renowned professional development </li></ul>
    30. 30. Benefits <ul><li>For Teachers . . . </li></ul><ul><li>Paradigm shift in the way you teach </li></ul><ul><li>Integration of 21st century skills in your class </li></ul><ul><li>Integration of the reading and writing processes </li></ul><ul><li>Meeting of Common Core and state standards </li></ul><ul><li>Assessment of students in order to meet AYP </li></ul><ul><li>Flexibility to differentiate </li></ul>
    31. 31. Benefits <ul><li>For Students . . . </li></ul><ul><li>Improves reading comprehension, critical thinking, speaking and writing skills </li></ul><ul><li>Growth as independent learners and thinkers </li></ul><ul><li>Participation in a collaborative classroom </li></ul><ul><li>Development of cognitive, emotional and social intelligences </li></ul><ul><li>Opportunity to learn and practice 21st century skills </li></ul>
    32. 32. Materials <ul><li>Roundtable leader Materials include: </li></ul><ul><li>Leader's Edition </li></ul><ul><li>Audio CDs </li></ul><ul><li>CD-ROM </li></ul><ul><li>Activity Instruction Cards </li></ul><ul><li>Roundtable Road Map </li></ul><ul><li>Posters and Bookmarks </li></ul><ul><li>(The materials also include a student anthology) </li></ul>
    33. 33. For More Information <ul><li>For more information contact </li></ul><ul><li>Marg Mortimer </li></ul><ul><li>[email_address] </li></ul><ul><li>800-222-5870 x7123 or visit our web site at </li></ul><ul><li>www.greatbooks.org/roundtable </li></ul>

    ×