1. This Month: The Art of Questioning
Skilled questioning (higher order thinking type questioning) has a higher-
than-average effect size as an instructional strategy (John Hattie, Visible
Learning). That means that skilled questioning can create a visible,
measurable impact on student learning and achievement. The resources in
this issue will help you explore how to question effectively, what good
questioning looks like and sounds like, how students can develop their own
higher-order questions, and how you can stimulate critical thinking through
sound questioning. Take a look at the resources and plan your questions.
As you reflect on the 2012-2013 school and plan for next year, how can you
include more and better questions, get students to respond using their
critical thinking skills, and encourage students to ask higher order questions
of each other. Hattie points out, “structuring class sessions to entice,
teach, and listen to students questioning of student is powerful.”
this issue
The Art of Questioning P.1
Questioning Resources;
Marzano Tips P.2
Tech Recs; LEARN Academy P.3
Curriki; New Teacher Info P. 4
How Can We Help?
How can the Department of
C/I help you reach your goals in
2013? Please call on us for your
teaching and learning needs.
Your C/I Team
Jim Hardman, Director
—Extension 10245
Deb Ciochina, Ass’t. Director
—Extension 10237
Kendra Daves, Secretary
—Extension 10246
Ruth Schramm, Secretary
—Extension 10238
Sheri Tokoly, Secretary
—Extension 10247
C/I News and Notes
Monthly News and Notes from the CPCSC Department of Curriculum and Instruction
ISSUE 7 MAY 2013
In this issue

2. Learning More About
Questioning—just click below!
Second order changes are the great,
seismic shifts in practice and
understanding that occasionally happen
in any profession or domain. They are
different in type from first order
change, which is often superficial and
determined from the top down. … [The
shift to Common Core State Standards is
an example of second order change. It is
a shift in the philosophical thinking
about the nature of teaching and
learning. This shift basically says: We will
no longer teach students to memorize
by rote, to understand superficial facts
and figures without more nuanced
understanding, applicable to real-world
problems. Rather, we will teach them to
analyze, to generate and test
hypotheses. We will ask them to think
like mathematicians rather than just do
math. We will ask them to think like
writers rather than just scribble
sentences. We will ask them to use
complex cognitive skills to analyze the
very complex problems they face as
citizens in the 21st century.
It's an argument that most of us
understand intuitively. Any student can
find facts with a simple Google search.
But the cognitive skill to analyze, to
weigh, to test, must be learned. And
teachers are uniquely positioned to drive
that learning. Once teachers, students,
and staff embrace the philosophical shift
required by Common Core, their
resistance to change will lessen.
However, there is a sticking point. The
Common Core curriculum itself will not
look radically different from the lessons
teachers have been presenting all along.
The deep change takes place
in how teachers teach that curriculum,
what they do in the classroom to foster
the higher-order cognitive skills that
Common Core calls for. The change to
Common Core calls for lessons to
go deep, not broad.
VIDEOS—QUESTIONING STRATEGIES
Complex/Higher Order Questioning--Grades 6-8 but could be adapted
for other grade levels.
Keep it or Junk it—Watch this STUDENT RUN Lesson on Key Words
and Content—Can be adapted for any grade, any subject.
Student Led Discussion Activity—Pinwheel Discussions: Texts in
Conversation —Can be adapted for any grade, any subject. (Find the
full lesson HERE.)
Strategies for the ART of Questioning, Grades 9-12
OTHER RESOURCES FOR YOUR USE
FROM OUR CPCSC C/I WEBSITE
The Elements of Critical Thinking —These sites are from the work of
Dr. Linda Elder and Dr. Richard Paul of the Foundation for Critical
Thinking
The Standards of Critical Thinking
Creative Thinking Question Prompts
PDFs—QUESTION STEMS
Marzano’s Questioning Stems
Question Starters and related Activities from Gayle Gregory
More Stems inspired by Marzano
POWERPOINT—ACT-TYPE QUESTIONS
Description of ACT test questions and strategies
2nd Order Change
and the
Common Core
from marzanocommoncore.com
See page 3 for more CCSS resources

3. Opportunities for Professional Learning
More Marzano
Resources
Just click!
 Proficiency Scales for
Every Common Core
Standard—Grade K—12.
 Key Terms for ELA
 Key Terms for Math
 Free Common Core
Recorded Webinars
The
wants you!
The first LEARN Academy session is exceeding expectations!
Over 230 hours of FREE, just-in-time professional development
will be delivered to CPCSC educators by the end of May. The 5
courses offered were taught by our own educators from all over
our school corporation. The participants were teachers,
interventionists, paraprofessionals, and administrators.
Now, it’s your turn! Contact Deb Ciochina,
dciochina@cps.k12.in.us / extension 10237, with your course
idea. Come and teach a class, gain experience in delivering
professional development,
distinguish yourself as a teacher-
leader. We’re open to your ideas.
Email or call now!
The
wants you!
Recommended Tech
Sites for Teachers
and Students—Just
Click!
NROC—National
Repository of Online
Courses—TONS of open,
free resources for
teaching and learning.
Try out Kidblog—a safe
online place for students
to share writing with
teachers, other students,
parents, or others
(controlled by invitation).
STEM ideas for Middle
School Educators
Helpful tips for using
Pinterest as a resource.
Remember, ReadWorks
has loads of passages
and question sets for K-6.

4. International
Museum Day
is May 18
Currki.org is
offering a wide
variety of
museum virtual
field trips,
research projects,
web-quests, and
more. See their
FREE ideas by
clicking HERE.
It IS our job.
C/I News & Notes
dciochina@cps.k12.in.us
ISSUE 07 MAY 2013
New Teacher Corner
You Did It!
I’ve heard that phrase, “It’s not my job,” so many times. I’ve even said it; I’m ashamed to
say. It has variations in how it is said.
 “I’m not sure I’m the best one for that.”
 “I really don’t have time for another responsibility.”
 “I can’t believe that I’m supposed to take care of that, too.”
 “Me? I’m not his parent, I’m his teacher.”
 “I’m so busy.”
 “I’m sure you’ll figure it out.”
 “Is it really that big of a deal?”
 “Don’t be upset, it will all work out.
Granted, some things aren’t in our job descriptions as educators. No one told us that we’d
have to do so much, think so much, be so much, care so much. No one said that you’d lie
awake nights trying to figure out what is bothering Thomas, why Maria is so mad at you,
why Jeffrey’s mother won’t call you back. No one said you’d buy supplies with your last few
dollars for the week or that you’d find some way for those four kids to get a winter coat. No
one warned you’d make sure little Katie’s book bag contained that new pair of sneakers as
well as her math book. Why didn’t anyone in your teaching program reveal to you that you
you’d fret and worry about whether or not you’re really doing enough, whether or not
you’re getting through to your students, whether or not you’re really an instructional
leader? Why didn’t they say that your weeknights and weekends would be consumed with
making your students feel engaged, challenged, supported, and loved? And, sometimes,
that the answers to these questions aren’t necessarily found in your lesson plan book.
That phrase in loco parentis—in place of parents—really takes on a new meaning for
compassionate educators. In some education class from long ago, my wise professor
spoke of in loco parentis as indicative of our individual and collective responsibilities as
educators to protect our students academically, physically, and emotionally while they
are in our care. This professor really focused on our duty to report any abusive treatment
that students might be suffering—even if it would be perilous to our own well-being.
We know (at least I hope we do) that it is our job and duty to do so. Most teachers and
staff members know to report signs or accounts of abuse. But, perhaps it means even
more for the compassionate educator. Maybe it means that when children don’t have
parents who will do what parents should, then we do it. We step up, even if it’s not our
job. We truly aren’t obligated, legally or by school policy to do these less intense parental
tasks, but the educator who is humane, concerned, and holds himself to a higher standard
does what must be done. He does what it takes and this kind of educator usually doesn’t
even wonder if he should. He just does.—-from Teaching from the Inside Out
Department of Curriculum & Instruction
Crown Point Community School
Corporation
200 E. North St.
Crown Point, IN 46307
For more information:
219.663.3371
Extension 10237