Better Questions, Better Results!
•
0 likes•39 views
The document outlines the rationale and agenda for a one-day seminar on improving questioning techniques in the classroom. It notes that teachers often feel pressure to cover curriculums which leads them to rely on low-level questioning that does not engage students in meaningful learning. Research shows that 80% of questions asked by teachers are not cognitively complex. The seminar aims to share strategies for planning and implementing powerful questioning using frameworks like Bloom's Taxonomy and Webb's Depth of Knowledge to build students' language, writing, metacognition, and engagement skills. The agenda covers examining typical classroom questioning, defining powerful questions, and techniques for oral language, vocabulary, writing, metacognition, and changing classroom culture through questioning
Report
Share
Report
Share
Download to read offline
Recommended
Five Tips for Increasing Organized Learning & Engagement
Students who are engaged and organized in their learning process succeed, but are there ways in which you, as an instructor or professor, can help enable positive learning habits? Here are five quick tips you can begin using in your course today.
Challenge Your Students, Don't Trick Them
Assessing student learning is harder than it may seem. When planning test, quizzes, or other assessments, use these tricks to write challenging rather than trick questions.
7 Steps to Develop Well-Designed Course Objectives
The document outlines 7 steps to develop well-designed learning objectives: 1) be clear about what is expected of students, 2) connect objectives to program and college goals, 3) use active verbs to describe desired outcomes, 4) consider Bloom's taxonomy for appropriate knowledge levels, 5) emphasize higher-order thinking for advanced courses, 6) organize teaching materials to align with objectives, and 7) limit the number of objectives to allow for efficient assessment. Well-designed objectives provide a roadmap for students, enable measurement of learning, and help students study efficiently.
Katie Hunter and Gareth Sleightholme - Making Learning Stick
A presentation from the first of the Ryedale Federation Twilight Training Sessions which took place in October where all 4 member schools took part in two training sessions hosted by both Primary and Secondary teaching staff.
The evening was an opportunity for staff from the different schools to meet each other, share ideas and teaching practice and participate in two sessions of four which they had prioritised themselves.
7 principles of_teaching_practice_[1]
Good teaching practices encourage interaction between students and faculty, collaboration among students, and active learning techniques. They provide prompt feedback to students, emphasize spending time on tasks, communicate high expectations, and respect diversity in learning styles and talents. Frequent student-faculty contact, team-based learning activities, and opportunities for self-assessment and reflection enhance learning outcomes.
Professional learning mid year check point
This document outlines a teacher's mid-year progress in their professional learning inquiry. The teacher analyzed assessment, observation, and knowledge data to identify gaps in learning for struggling students and language speakers. Their original goal was to use modern technology, but they adjusted the goal to generally help those student groups. So far, the teacher has tried apps and activities for strugglers and reading materials for language speakers. While apps helped some areas, more well-developed options are needed. The teacher hopes to establish an effective, systematic program by year's end to stimulate and engage struggling students.
Pbl
Project based learning involves students actively working to solve problems and answer questions centered around real world scenarios. It is described as having students work in groups to research a topic, find solutions, and present their findings. The document outlines that project based learning has been shown to be more effective than traditional instruction in improving academic achievement, long term retention, developing skills, and preparing students for integrating concepts compared to traditional instruction, especially for lower achieving students. It also improves students' mastery of 21st century skills but still requires effective teachers to implement.
Problem based learning[1]
This document outlines the steps of problem-based learning, including defining ill-structured real-world problems, organizing students into teams to research problems and test solutions, and presenting their findings. It contrasts well-structured textbook problems with ill-structured problems that more closely mirror real life. Effective problem-based learning engages students by posing meaningful problems, allowing them to develop and assess multiple solutions through hands-on modeling and strategy techniques like brainstorming and decision making.
Recommended
Five Tips for Increasing Organized Learning & Engagement
Students who are engaged and organized in their learning process succeed, but are there ways in which you, as an instructor or professor, can help enable positive learning habits? Here are five quick tips you can begin using in your course today.
Challenge Your Students, Don't Trick Them
Assessing student learning is harder than it may seem. When planning test, quizzes, or other assessments, use these tricks to write challenging rather than trick questions.
7 Steps to Develop Well-Designed Course Objectives
The document outlines 7 steps to develop well-designed learning objectives: 1) be clear about what is expected of students, 2) connect objectives to program and college goals, 3) use active verbs to describe desired outcomes, 4) consider Bloom's taxonomy for appropriate knowledge levels, 5) emphasize higher-order thinking for advanced courses, 6) organize teaching materials to align with objectives, and 7) limit the number of objectives to allow for efficient assessment. Well-designed objectives provide a roadmap for students, enable measurement of learning, and help students study efficiently.
Katie Hunter and Gareth Sleightholme - Making Learning Stick
A presentation from the first of the Ryedale Federation Twilight Training Sessions which took place in October where all 4 member schools took part in two training sessions hosted by both Primary and Secondary teaching staff.
The evening was an opportunity for staff from the different schools to meet each other, share ideas and teaching practice and participate in two sessions of four which they had prioritised themselves.
7 principles of_teaching_practice_[1]
Good teaching practices encourage interaction between students and faculty, collaboration among students, and active learning techniques. They provide prompt feedback to students, emphasize spending time on tasks, communicate high expectations, and respect diversity in learning styles and talents. Frequent student-faculty contact, team-based learning activities, and opportunities for self-assessment and reflection enhance learning outcomes.
Professional learning mid year check point
This document outlines a teacher's mid-year progress in their professional learning inquiry. The teacher analyzed assessment, observation, and knowledge data to identify gaps in learning for struggling students and language speakers. Their original goal was to use modern technology, but they adjusted the goal to generally help those student groups. So far, the teacher has tried apps and activities for strugglers and reading materials for language speakers. While apps helped some areas, more well-developed options are needed. The teacher hopes to establish an effective, systematic program by year's end to stimulate and engage struggling students.
Pbl
Project based learning involves students actively working to solve problems and answer questions centered around real world scenarios. It is described as having students work in groups to research a topic, find solutions, and present their findings. The document outlines that project based learning has been shown to be more effective than traditional instruction in improving academic achievement, long term retention, developing skills, and preparing students for integrating concepts compared to traditional instruction, especially for lower achieving students. It also improves students' mastery of 21st century skills but still requires effective teachers to implement.
Problem based learning[1]
This document outlines the steps of problem-based learning, including defining ill-structured real-world problems, organizing students into teams to research problems and test solutions, and presenting their findings. It contrasts well-structured textbook problems with ill-structured problems that more closely mirror real life. Effective problem-based learning engages students by posing meaningful problems, allowing them to develop and assess multiple solutions through hands-on modeling and strategy techniques like brainstorming and decision making.
Metacognitive and self regulation grid
This document discusses metacognitive and self-regulation strategies for students including planning, monitoring, and evaluating. For planning, it recommends having students answer questions about the task and identify potential mistakes or strategies before starting. For monitoring, it suggests using metacognitive talk where students think out loud and pause during tasks to check their progress. For evaluating, it proposes having students compare their work to examples and reflect on their thinking in journals or with feedback focusing on metacognition.
High ability student voice
The document contains responses from higher ability students on what teachers can do to create challenge, explain things clearly, and help students learn better. Some of the key strategies mentioned include:
1) Letting students be self-motivated and offering help when needed, while also challenging students with extension questions and frequent topic tests.
2) Using worked examples, clear explanations, and checking for understanding while allowing independent practice.
3) Varying lesson structure and content, providing engaging activities, and revisiting topics to reinforce learning.
4) Making lessons challenging and fun to maintain student focus and engagement.
Prevention to Intervention: Formative Assessment Reimagined
A new breed of technology is driving a shift in how we view and use formative assessment. When fully realized, educators will be engaged, empowered, and equipped to interrupt, disrupt, and prevent the failure to learn versus treating failed learning. Beyond information, formative assessment reimagined provides in-time insight and intelligence of, for, and by the learner to adapt and adjust learning, as the learner is learning—not after instruction. To that end, this webinar will focus on three essential learnings:
1) The what, why, and how of reimagined formative assessment;
2) The transformational impact of instructional and assessment integration; and
3) The results of assessing leading rather than trailing indicators of learning.
Classs session 2 unpacking pogil
This document outlines the agenda for an upcoming teaching perspectives course. It includes discussing an assignment on why students chose to teach, revisiting a teaching perspectives inventory, and unpacking a model of active learning called POGIL (Process Oriented Guided Inquiry Learning). The rest of the class will focus on critical reflection on teaching, what students value in teachers, and developing a POGIL exercise using learning tasks. Upcoming sessions will cover readings, team-based learning, and there will be no class during fall break.
Evidence-based teaching strategies in ELT
The document discusses various learning strategies and their effectiveness based on educational research. It begins by listing strategies that teachers and learners have used, and rates their usefulness based on research. Highly useful strategies include practice testing, distributed practice, and interleaved practice. Moderately useful strategies are elaborative interrogation and self-explanation. Less useful strategies are highlighting, summarizing, visualizing, mnemonics, and re-reading. The document emphasizes that prior knowledge is the most important factor for learning and provides examples of how teachers can activate students' prior knowledge in language learning.
Technology in the classroom
This document provides guidance for developing effective technology lessons for Navajo students. It emphasizes starting lessons by assessing students' prior knowledge, implementing Navajo culture, and using social interactions. Lessons should have clear step-by-step instructions, modifications for different students, and tie the beginning activity to the conclusion. Assessments and feedback are important to evaluate student learning and improve instruction.
Principal Matters Article CFA
1) Common formative assessments (CFAs) administered quarterly can provide useful student performance data to guide instruction if developed collaboratively by teachers.
2) Teachers first create CFAs measuring what students will learn in the next 5 weeks and map questions to standards, revealing misalignments between curriculum and standards.
3) CFA data is entered into a template to identify weaknesses by standard or question type for discussion on improving teaching and student learning.
Staff presentation what is nten meeting
The school has joined the National Teacher Enquiry Network to develop their approach to collaborative professional development (CPD) for teachers. They will conduct a self-audit of their current CPD practices and survey teachers for feedback. The network provides opportunities for collaboration with other schools, access to research, and models for improving CPD, including Lesson Study where teachers collaboratively plan, observe, and reflect on lessons. The goal is to improve teaching and learning by allowing teachers to build ideas together through collaborative CPD activities supported by the network.
Tlc november session nov 16 with curriculum
The document outlines an agenda for a literacy consultation meeting bringing together coaches and teacher-librarians. The agenda includes discussing essential classroom literacy practices, sharing survey results on implementation of practices, and forming inquiry questions and action plans to improve support for student literacy needs. Participants will collaborate to develop shared understanding of practices and support networks.
Using web quests to increase student learning2
The document discusses using WebQuests to help 5th grade students at Hiawatha Elementary School who struggle in social studies classes that use traditional instructional methods. It proposes that a WebQuest could prompt higher-order thinking and help students learn critically by engaging them in transforming knowledge to make it their own. The study will compare student test scores after one unit is taught traditionally and one with a WebQuest, analyzing the results with statistical tests. Findings may show that technological exposure or learning style impacts student success with the WebQuest approach.
Teaching and learning briefing 23rd sept 2016
The document announces two CPD sessions for teachers this half-term on September 29th and October 10th. The first session focuses on improving student vocabulary and will include a discussion on strategies for developing reading skills. Teachers are asked to bring one successful vocabulary strategy to share. The second session focuses on sharing strategies for challenging all students, with teachers signing up to give short presentations of classroom ideas. The document also provides information on the benefits of using contents pages and knowledge organisers with students.
Final innovative classroom assessment strategies
This document discusses innovative classroom assessment strategies. It begins by defining assessment and the need for assessment. It then contrasts conventional versus innovative approaches to assessment. Some innovative techniques discussed include exit slips, think-pair-share, classroom polls, assessments with fun elements, narration, one-minute papers, concept mapping, rubrics, and jigsaw activities. Advantages of innovative strategies include improved productivity, support for lifelong learning, and providing immediate feedback. Disadvantages may include the time and training needed for development and implementation.
Purple for progress 15 minute forum
The document discusses encouraging students to think metacognitively about their learning by reflecting on their work, evaluating their progress, and identifying strategies to improve. It outlines two steps: 1) responding to feedback to correct and deepen understanding of work, and 2) developing metacognition by monitoring and evaluating work to plan for future learning, analyzing successes and difficulties to identify effective learning strategies. Students are challenged to regularly think about what and how they learn in order to evaluate their work and progress.
Ben Howard and Deborah Plowright - Checking for Understanding
A presentation from the first of the Ryedale Federation Twilight Training Sessions which took place in October where all 4 member schools took part in two training sessions hosted by both Primary and Secondary teaching staff.
The evening was an opportunity for staff from the different schools to meet each other, share ideas and teaching practice and participate in two sessions of four which they had prioritised themselves.
The magenta-principles v2
The document discusses The Magenta Principles, which represent a pedagogy that believes learning occurs through thinking. It states the job of educators is to get students to think and talk about information by actively engaging with it. The Magenta Principles provide a list of cognitive verbs like reduce, change, assemble, and connect that students can do with information to make it more memorable. Examples are given of how teachers can design challenges for students to apply these verbs to course content. The goal is for students to do more than just receive and recall information.
T&l october2016
The document discusses the Magenta Principles, which represent a pedagogy based on the beliefs that learning requires thinking, language is central to thinking, and learning is an active process. The principles aim to get students to think, talk, and do things with the information they encounter to help them learn and retain it. Some of the key techniques mentioned include getting students to reduce, change, assemble, search for, connect, arrange, enlarge, simplify, classify, compare and contrast, deconstruct, apply, and prioritize information. The document provides examples of how to apply these techniques to a content-heavy part of a biology specification about blood composition.
Training day 4th jan v3
This document summarizes discussions from several staff meetings at Lady Lumley's School. It outlines updates on the house system, teaching and learning, literacy, and knowing students. Key points include:
- The introduction of a new house system to build community and competition with core values of respect, determination, courage, equality, and cooperation.
- A focus on cooperative learning, reflection time, and ensuring teaching is balanced across different skills.
- Emphasis on literacy including subject-specific vocabulary, command words, and metacognitive language.
- A session to collect information about students' barriers to learning from all staff to inform classroom strategies and seating plans.
What is meta cognition
This document discusses meta-cognition and how to incorporate it into classroom lessons and activities. Meta-cognition refers to thinking about one's own thinking and learning processes. The document provides examples of how teachers can promote meta-cognition, including through reflection activities, starter and plenary questions, marking, and extension tasks that ask students to evaluate their learning. Regularly exposing students to meta-cognitive strategies can help them independently monitor and reflect on their learning over time.
Pace and challenge
This document discusses how to provide pace and challenge in lessons. It defines pace as moving quickly between well-ordered activities with enough thinking time. Challenge involves extending students' knowledge and skills and having them think for themselves to solve problems rather than being spoon-fed. Teachers can create challenge through high-level questioning, modeling thinking, scaffolding difficult tasks, and encouraging metacognition and reflection on the learning process. A variety of thinking tools and activities are presented to help structure challenging lessons.
Teaching and learning top ten april 2015
Classroom displays and organization are important to create a positive learning environment and engage students. Lessons should provide an appropriate level of challenge for students. Marking should provide frequent feedback to challenge students' thinking. Teachers should know their students' progress and needs, such as which students have special educational or economic disadvantages, and tailor lessons accordingly.
Digital Technology To Support Diff
The document provides resources for differentiating instruction using technology. It lists various online tools that can be used to support literacy development across different content areas, as well as tools to support differentiation of content, process, product, and assessment. Specific examples of tools include websites for developing phonemic awareness, vocabulary, comprehension, lessons and resources in different subjects, student publishing tools, and more.
Achieving Learning Outcomes, Incorporating Technology
The document discusses achieving learning outcomes through incorporating technology into instruction. It begins by noting that despite massive technology expenditures, information technology has not been fully integrated into teaching and learning as predicted. There are some successful individual implementations, but they have been slow to propagate more broadly. The document then provides guidance on describing students and identifying instructional challenges before reviewing models of learning objectives, best teaching approaches, and change theory as it relates to adopting new technologies.
More Related Content
What's hot
Metacognitive and self regulation grid
This document discusses metacognitive and self-regulation strategies for students including planning, monitoring, and evaluating. For planning, it recommends having students answer questions about the task and identify potential mistakes or strategies before starting. For monitoring, it suggests using metacognitive talk where students think out loud and pause during tasks to check their progress. For evaluating, it proposes having students compare their work to examples and reflect on their thinking in journals or with feedback focusing on metacognition.
High ability student voice
The document contains responses from higher ability students on what teachers can do to create challenge, explain things clearly, and help students learn better. Some of the key strategies mentioned include:
1) Letting students be self-motivated and offering help when needed, while also challenging students with extension questions and frequent topic tests.
2) Using worked examples, clear explanations, and checking for understanding while allowing independent practice.
3) Varying lesson structure and content, providing engaging activities, and revisiting topics to reinforce learning.
4) Making lessons challenging and fun to maintain student focus and engagement.
Prevention to Intervention: Formative Assessment Reimagined
A new breed of technology is driving a shift in how we view and use formative assessment. When fully realized, educators will be engaged, empowered, and equipped to interrupt, disrupt, and prevent the failure to learn versus treating failed learning. Beyond information, formative assessment reimagined provides in-time insight and intelligence of, for, and by the learner to adapt and adjust learning, as the learner is learning—not after instruction. To that end, this webinar will focus on three essential learnings:
1) The what, why, and how of reimagined formative assessment;
2) The transformational impact of instructional and assessment integration; and
3) The results of assessing leading rather than trailing indicators of learning.
Classs session 2 unpacking pogil
This document outlines the agenda for an upcoming teaching perspectives course. It includes discussing an assignment on why students chose to teach, revisiting a teaching perspectives inventory, and unpacking a model of active learning called POGIL (Process Oriented Guided Inquiry Learning). The rest of the class will focus on critical reflection on teaching, what students value in teachers, and developing a POGIL exercise using learning tasks. Upcoming sessions will cover readings, team-based learning, and there will be no class during fall break.
Evidence-based teaching strategies in ELT
The document discusses various learning strategies and their effectiveness based on educational research. It begins by listing strategies that teachers and learners have used, and rates their usefulness based on research. Highly useful strategies include practice testing, distributed practice, and interleaved practice. Moderately useful strategies are elaborative interrogation and self-explanation. Less useful strategies are highlighting, summarizing, visualizing, mnemonics, and re-reading. The document emphasizes that prior knowledge is the most important factor for learning and provides examples of how teachers can activate students' prior knowledge in language learning.
Technology in the classroom
This document provides guidance for developing effective technology lessons for Navajo students. It emphasizes starting lessons by assessing students' prior knowledge, implementing Navajo culture, and using social interactions. Lessons should have clear step-by-step instructions, modifications for different students, and tie the beginning activity to the conclusion. Assessments and feedback are important to evaluate student learning and improve instruction.
Principal Matters Article CFA
1) Common formative assessments (CFAs) administered quarterly can provide useful student performance data to guide instruction if developed collaboratively by teachers.
2) Teachers first create CFAs measuring what students will learn in the next 5 weeks and map questions to standards, revealing misalignments between curriculum and standards.
3) CFA data is entered into a template to identify weaknesses by standard or question type for discussion on improving teaching and student learning.
Staff presentation what is nten meeting
The school has joined the National Teacher Enquiry Network to develop their approach to collaborative professional development (CPD) for teachers. They will conduct a self-audit of their current CPD practices and survey teachers for feedback. The network provides opportunities for collaboration with other schools, access to research, and models for improving CPD, including Lesson Study where teachers collaboratively plan, observe, and reflect on lessons. The goal is to improve teaching and learning by allowing teachers to build ideas together through collaborative CPD activities supported by the network.
Tlc november session nov 16 with curriculum
The document outlines an agenda for a literacy consultation meeting bringing together coaches and teacher-librarians. The agenda includes discussing essential classroom literacy practices, sharing survey results on implementation of practices, and forming inquiry questions and action plans to improve support for student literacy needs. Participants will collaborate to develop shared understanding of practices and support networks.
Using web quests to increase student learning2
The document discusses using WebQuests to help 5th grade students at Hiawatha Elementary School who struggle in social studies classes that use traditional instructional methods. It proposes that a WebQuest could prompt higher-order thinking and help students learn critically by engaging them in transforming knowledge to make it their own. The study will compare student test scores after one unit is taught traditionally and one with a WebQuest, analyzing the results with statistical tests. Findings may show that technological exposure or learning style impacts student success with the WebQuest approach.
Teaching and learning briefing 23rd sept 2016
The document announces two CPD sessions for teachers this half-term on September 29th and October 10th. The first session focuses on improving student vocabulary and will include a discussion on strategies for developing reading skills. Teachers are asked to bring one successful vocabulary strategy to share. The second session focuses on sharing strategies for challenging all students, with teachers signing up to give short presentations of classroom ideas. The document also provides information on the benefits of using contents pages and knowledge organisers with students.
Final innovative classroom assessment strategies
This document discusses innovative classroom assessment strategies. It begins by defining assessment and the need for assessment. It then contrasts conventional versus innovative approaches to assessment. Some innovative techniques discussed include exit slips, think-pair-share, classroom polls, assessments with fun elements, narration, one-minute papers, concept mapping, rubrics, and jigsaw activities. Advantages of innovative strategies include improved productivity, support for lifelong learning, and providing immediate feedback. Disadvantages may include the time and training needed for development and implementation.
Purple for progress 15 minute forum
The document discusses encouraging students to think metacognitively about their learning by reflecting on their work, evaluating their progress, and identifying strategies to improve. It outlines two steps: 1) responding to feedback to correct and deepen understanding of work, and 2) developing metacognition by monitoring and evaluating work to plan for future learning, analyzing successes and difficulties to identify effective learning strategies. Students are challenged to regularly think about what and how they learn in order to evaluate their work and progress.
Ben Howard and Deborah Plowright - Checking for Understanding
A presentation from the first of the Ryedale Federation Twilight Training Sessions which took place in October where all 4 member schools took part in two training sessions hosted by both Primary and Secondary teaching staff.
The evening was an opportunity for staff from the different schools to meet each other, share ideas and teaching practice and participate in two sessions of four which they had prioritised themselves.
The magenta-principles v2
The document discusses The Magenta Principles, which represent a pedagogy that believes learning occurs through thinking. It states the job of educators is to get students to think and talk about information by actively engaging with it. The Magenta Principles provide a list of cognitive verbs like reduce, change, assemble, and connect that students can do with information to make it more memorable. Examples are given of how teachers can design challenges for students to apply these verbs to course content. The goal is for students to do more than just receive and recall information.
T&l october2016
The document discusses the Magenta Principles, which represent a pedagogy based on the beliefs that learning requires thinking, language is central to thinking, and learning is an active process. The principles aim to get students to think, talk, and do things with the information they encounter to help them learn and retain it. Some of the key techniques mentioned include getting students to reduce, change, assemble, search for, connect, arrange, enlarge, simplify, classify, compare and contrast, deconstruct, apply, and prioritize information. The document provides examples of how to apply these techniques to a content-heavy part of a biology specification about blood composition.
Training day 4th jan v3
This document summarizes discussions from several staff meetings at Lady Lumley's School. It outlines updates on the house system, teaching and learning, literacy, and knowing students. Key points include:
- The introduction of a new house system to build community and competition with core values of respect, determination, courage, equality, and cooperation.
- A focus on cooperative learning, reflection time, and ensuring teaching is balanced across different skills.
- Emphasis on literacy including subject-specific vocabulary, command words, and metacognitive language.
- A session to collect information about students' barriers to learning from all staff to inform classroom strategies and seating plans.
What is meta cognition
This document discusses meta-cognition and how to incorporate it into classroom lessons and activities. Meta-cognition refers to thinking about one's own thinking and learning processes. The document provides examples of how teachers can promote meta-cognition, including through reflection activities, starter and plenary questions, marking, and extension tasks that ask students to evaluate their learning. Regularly exposing students to meta-cognitive strategies can help them independently monitor and reflect on their learning over time.
Pace and challenge
This document discusses how to provide pace and challenge in lessons. It defines pace as moving quickly between well-ordered activities with enough thinking time. Challenge involves extending students' knowledge and skills and having them think for themselves to solve problems rather than being spoon-fed. Teachers can create challenge through high-level questioning, modeling thinking, scaffolding difficult tasks, and encouraging metacognition and reflection on the learning process. A variety of thinking tools and activities are presented to help structure challenging lessons.
Teaching and learning top ten april 2015
Classroom displays and organization are important to create a positive learning environment and engage students. Lessons should provide an appropriate level of challenge for students. Marking should provide frequent feedback to challenge students' thinking. Teachers should know their students' progress and needs, such as which students have special educational or economic disadvantages, and tailor lessons accordingly.
What's hot (20)
Prevention to Intervention: Formative Assessment Reimagined
Prevention to Intervention: Formative Assessment Reimagined
Ben Howard and Deborah Plowright - Checking for Understanding
Ben Howard and Deborah Plowright - Checking for Understanding
Similar to Better Questions, Better Results!
Digital Technology To Support Diff
The document provides resources for differentiating instruction using technology. It lists various online tools that can be used to support literacy development across different content areas, as well as tools to support differentiation of content, process, product, and assessment. Specific examples of tools include websites for developing phonemic awareness, vocabulary, comprehension, lessons and resources in different subjects, student publishing tools, and more.
Achieving Learning Outcomes, Incorporating Technology
The document discusses achieving learning outcomes through incorporating technology into instruction. It begins by noting that despite massive technology expenditures, information technology has not been fully integrated into teaching and learning as predicted. There are some successful individual implementations, but they have been slow to propagate more broadly. The document then provides guidance on describing students and identifying instructional challenges before reviewing models of learning objectives, best teaching approaches, and change theory as it relates to adopting new technologies.
Classroom Instruction That Works Group Present
The document summarizes key points from the book "Classroom Instruction that Works" regarding instructional strategies that increase student achievement. It discusses 9 categories of instruction found to impact achievement, including identifying similarities and differences, summarizing and note-taking, reinforcing effort and providing recognition, homework and practice, non-linguistic representations, cooperative learning, setting objectives and providing feedback, generating and testing hypotheses, and questions, cues, and advanced organizers. Examples and research findings are provided for each category. The conclusion encourages teachers to consider what strategies are practical and applicable for their unique classroom environments.
Tighten, Dazzle, Flow: Secondary Strategies
1. The document discusses strategies for inclusive secondary education, focusing on what educators should know to tighten, dazzle, and flow in their instruction.
2. It emphasizes the importance of collaboration between general and special educators to meet student needs, monitoring data to make assessment and instructional decisions, and using technology tools and strategies to enhance vocabulary and coach students.
3. Key recommendations include using bell work, mid-lesson discussions, and exit papers to structure class time and increasing learning outcomes for all students through more time on task.
L 14 (pdet4101)
This document discusses various techniques for effective teaching and learning:
1. Engage students with real-life examples, involve a variety of learning styles, and have students teach each other.
2. Preview lessons, implement rewards, help students set goals, and give challenges for outside of class.
3. Evaluate students on improvement and mastery rather than just performance, and collaborate with professionals and students on projects.
Surface vs deep questioning
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
Increasing Student Motivation
This document outlines strategies for increasing student motivation in the classroom. It discusses establishing a conducive learning environment, varying teaching methods, incorporating positive competition, and the importance of motivation for student learning. Effective approaches include setting goals, developing student skills, making content relevant, and providing feedback. The presenter draws on research and experience to suggest ways for instructors to maximize student motivation.
Increasing student motivation
This presentation discusses effective approaches for increasing student motivation in the classroom. It explores establishing a conducive learning environment, varying learning experiences through incorporating positive competition and other techniques. Research and the presenter's teaching experiences are used to demonstrate the important role motivation plays in student learning. Strategies discussed include setting goals, developing time management and study skills, using interactive materials and social media, and providing feedback to students. The overall goal is to help instructors maximize the value of student motivation.
Tighten, Dazzle, Flow, by Dr. Kelly Grillo!
This document outlines strategies and tools for inclusive secondary education. It discusses the importance of collaboration between general and special educators to meet student needs. It presents a lesson organizer tool to help educators plan for inclusive instruction focusing on relationships, strategies, content mapping, assessments, and technology integration. The document also provides suggestions for educators to help with time management, vocabulary enhancement, grading, and developing key student skills to promote success in inclusive classrooms.
Mayer V Prensky Pres5
This is a presentation I made at the ED-MEDIA Conference in Vienna last summer. It contrasts the diametrically opposed approaches of Richard E. Mayer and Marc Prensky regarding media and instruction.
Tpl friday presentation
This document outlines strategies for formative assessment including engaging students in monitoring their own learning, supporting reflection on understandings through questioning, establishing independent practice routines, and conferencing with students to identify future goals. Key elements of formative assessment involve creating an incremental view of ability, clarifying objectives and criteria generated by students, enabling classroom dialogue and questioning, involving students in analysis of excellence, and establishing opportunities for feedback.
Effective Strategies for a Skilled Paraprofessional Workforce
Effective Strategies for a Skilled Paraprofessional WorkforceNational Resource Center for Paraprofessionals
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.Fall CUE 2013 presentation
This document summarizes the challenges of teaching non-majors biology online and efforts to revamp an online biology course. It discusses problems with the previous course design and materials. The redesign focuses on incorporating active learning strategies supported by educational research. New elements include an engaging textbook, formative assessments through interactive lessons and games, and authentic assignments where students explore self-selected topics. Preliminary results suggest students find the new approach more interesting. Further data is still needed to evaluate the impact on learning and satisfaction.
Georgia active engagement_strategies
The document discusses strategies for active engagement during whole group instruction. It defines active engagement as involving motivation, conceptual knowledge, cognitive strategies, and social interactions during literacy activities. Some key active engagement strategies discussed include: using cognitive strategies like activating prior knowledge and self-questioning; promoting social interaction and sharing of ideas; and ensuring multiple student-teacher interactions through feedback and support. Effective instruction requires classroom management routines, knowledge of student assessment, consistent routines, a focus on objectives, and anticipating difficulties.
What Administrators Want Teachers To Know
Implementing classroom management strategies require technique which may only developed over time. This session was presented to inservice teachers as a review to the roles for a school to function as high performing centers of learning.
Information literacy and research process
This document discusses information literacy and its importance in education. It provides several definitions of information literacy, emphasizing the ability to recognize an information need, access and evaluate information from multiple sources, and communicate findings. The document distinguishes information literacy from computer literacy and emphasizes teaching students a process for research rather than focusing on individual skills. It outlines the components of an effective research process and how project-based learning can help integrate information literacy skills across the curriculum.
TheArtofQuestioning2013.ppt
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for student interaction, challenging students, and allowing teachers to assess learning. There are different types of questions that serve different purposes, from lower-order questions testing basic knowledge to higher-order questions promoting analysis, evaluation and creative thinking. Teachers must aim to ask a variety of effective questions and avoid common pitfalls like only asking simple factual questions.
The Art of Questioning Using SOLO Taxonomy
Questioning is one of the most important skills that a teacher must have in order to translate or decode those that are written in the books into a meaningful learning experience. It is skill that will illicit learners to think deeper and enhance their reasoning abilities. Thus, asking questions should not just be mere questioning it must a form a question that will allow the learners think out of the box answers and make meaning of their learning. Hence questions shout be HOTS or those questions that will enable learners higher order thinking skills. because the way to assimilate knowledge through allowing learners to connect the knowledge they have learned in the classroom into meaningful learning experiences that they may apply in the real world. Because learning must be directed towards holistic development of the child, it should allow him to develop a decision-making skill by way of developing his way of thinking, giving questions that will allow him to think deeper and give answers that will be more than the expected response to the problem.
TheArtofQuestioning2013.ppt
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for interaction, challenging students, and assessing learning. There are different types of questions like open-ended, closed, higher-order thinking questions. Effective questioning should reinforce objectives, engage students, and promote reasoning. Teachers must evaluate if their questions promote higher-order thinking skills.
TheArtofQuestioning2013.ppt
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for student interaction, challenging students, and allowing teachers to assess learning. There are different types of questions that serve different purposes, from lower-order questions testing basic knowledge to higher-order questions promoting analysis, evaluation and creative thinking. Teachers must aim to include a variety of question types and avoid common pitfalls to make questioning an effective teaching strategy.
Similar to Better Questions, Better Results! (20)
Achieving Learning Outcomes, Incorporating Technology
Achieving Learning Outcomes, Incorporating Technology
Effective Strategies for a Skilled Paraprofessional Workforce
Effective Strategies for a Skilled Paraprofessional Workforce
More from Angela Peery
Redefining Literacy in Your School
Presentation given with Dr. Keith Stephenson at the Mississippi Association of Secondary School Principals Conference June 2017.
Blended Vocabulary: Digital Tools & More!
This document discusses blended vocabulary instruction and digital tools. It introduces Dr. Angela Peery and provides her contact information. Key aspects of vocabulary instruction are reviewed, including the importance of vocabulary, levels of word knowledge, and selecting words to teach. A blended vocabulary model is presented along with digital tools that can be used, such as dictionary apps and games. The goal is to provide strategic and engaging vocabulary instruction using both traditional and technology-based methods.
SNAP Vocabulary Lesson
This document provides information about words with the prefix "un-": undecided, uncertain, and unwilling. It defines each word and notes that they are all adjectives that describe a lack of doing or knowing something. The document suggests activities for teachers to help students understand and use these words, such as having groups brainstorm examples of things that could be undecided, uncertain, or unwilling and having students commit to using two of the words in upcoming conversations. Synonyms and antonyms are also provided to help students distinguish between the meanings of the words.
SNAP Vocabulary
This document discusses improving vocabulary instruction in classrooms. It notes that simply having students look up words or study lists is ineffective for retention. Factors like increasing poverty rates and more rigorous academic standards require boosting students' vocabularies. The author discusses strategies they used successfully as a teacher, like having students find and record unknown words from their independent reading and share words in "word talks." The goal is for students to learn vocabulary naturally through reading and use, not just for tests.
Final Draft Reflection Sheet
This document is a reflection sheet for 9th grade English students to complete and attach to their final drafts. It contains 7 questions that require students to reflect on whether they are satisfied with their piece and why, how their title and introduction engage readers, how they ensured correct grammar and structure, who their intended audience is, their favorite part of the piece and why, who helped with drafts and how, and what grade they think they deserve based on the rubric and why. Students must answer in complete sentences and papers without the completed sheet will not be graded.
Peer Conference Sheets
The document is a template for a writer seeking help and a listener providing feedback. It includes sections for the writer to specify what they need help with and for the listener to share one thing they liked, ask one question, and make a suggestion. The writer is responsible for deciding what to do next, with the option of doing nothing excluded. The template is repeated four times.
Better Questions, Better Results!
The document discusses effective questioning strategies for teachers, noting that most classroom questions are low-level recall questions. It provides tips for crafting higher-order, open-ended questions that engage students more deeply and promote skills like metacognition, vocabulary development, and writing. Sample questioning techniques are demonstrated around topics like note-taking, technology use, and declaring independence from England.
Academic vocabulary
This document discusses strategies for teaching academic vocabulary. It describes two forthcoming books on blended vocabulary instruction and effective mini-lessons. It explains the importance of vocabulary and different levels of word knowledge. It also provides examples of strategies like modeling vocabulary use, reading aloud, connecting words, and using TIP charts and vocabulary logs. Recommended websites for vocabulary practice are also included.
Close Reading Workshop
This two-day workshop is designed to help teachers learn strategies for close reading instruction. During the sessions, teachers will examine definitions of close reading, learn annotation techniques and develop text-dependent questions. They will also experience sample close reading lessons and plan how to implement close reading in their own classrooms. The goals are for teachers to understand what close reading entails, be able to define it for students and collaborate with colleagues on improving literacy instruction through close reading.
The Vocab Lab/SNAP Vocab
The document describes The Vocab Lab, which aims to improve students' academic vocabulary through daily mini-lessons. It provides information about the author Angela Peery and her forthcoming books on blended vocabulary instruction and effective mini-lessons. The Vocab Lab approach includes four components - seeing and saying words, naming categories, acting on words through tasks, and producing original examples. Examples of mini-lessons are provided to demonstrate this approach.
The Vocab Lab
The document discusses effective vocabulary instruction strategies. It introduces Angela Peery and her work on blended vocabulary instruction. Peery advocates using direct instruction, digital tools, and effective mini-lessons to systematically teach tier 2 and 3 words. The document provides examples of mini-lessons that follow the SAP structure of seeing and saying words, naming categories, acting on words, and producing original examples. Attendees are encouraged to apply these strategies to make vocabulary instruction more impactful.
Getting Middle Schoolers on Board with Argumentation
This document provides an overview of a presentation on teaching argumentation skills to middle school students. It discusses using crime scene scenarios to introduce argument writing, distinguishing claims from non-claims, and the roles of logos, ethos, and pathos in an argument. Participants analyze sample claims, practice connecting reasons to evidence, and examine model argument essays. The goal is to help teachers develop effective plans to incorporate argumentation into their own classrooms using engaging techniques like fictional crime scenarios.
Improving Instruction, Increasing Literacy...
This document discusses strategies for improving instruction through the use of learning intentions, success criteria, and reflection. It defines learning intentions as describing what is being learned rather than just activities, and gives an example. Success criteria are then tied to learning intentions to help students know if they have been successful. Several reflection strategies are presented, including having students reflect on notes, with graphic organizers, through exit tickets, using metaphors and analogies, examining word relationships, and creating memes. The overall message is that reflection is important for deepening student learning and should be facilitated through various strategies.
Rigor Walk Observation Tool
The document describes the components of a rigorous classroom environment including print-rich materials, content-rich displays, higher-level questioning from the teacher, alignment of class activities and student work to grade-level standards, and the use of feedback and support to help students meet high expectations. Student work demonstrates understanding of scoring criteria and involves authentic reading, writing, analysis and problem-solving rather than copying notes or rote memorization. Various grouping strategies encourage student participation in instruction.
Write More To Learn More
This document discusses strategies for engaging students in writing to improve learning outcomes. It recommends having all students spend significant time reading, discussing, and writing across content areas. Brief writing assignments can increase understanding in any subject from math to art. While student literacy has remained steady, few can create precise and coherent prose. Writing is an essential skill for most modern jobs. The document presents strategies like alphabet brainstorming, think-pair-share, and criss-cross writing to engage students and support critical thinking. It concludes by emphasizing the role of teachers in filling students with hope and reasons to embrace writing.
Teach Argumentation (Almost) Effortlessly
The document provides guidance on teaching argumentation skills to students. It discusses the rhetorical modes of logos, ethos, and pathos and how they are used in advertising and political ads. It also covers understanding claims versus opinions, identifying logical fallacies, and determining if a statement is a claim, opinion, or fallacy. Suggested classroom activities are presented, including using talk protocols to structure student arguments, playing an "evidence game" to have students take positions and debate with evidence, and providing examples of claims for students to analyze.
Ask, Don't Tell Excerpt
This chapter discusses the power of questions to invite learning and foster human connection. It argues that asking questions comes naturally to humans and is how we learn from a young age through curiosity and engaging with others. The brain's natural tendency is bottom-up processing to find things of interest, which can then lead to top-down processing when we focus our attention. Questions remind us that learning is wired into our brains and tapping into curiosity invokes engagement. Questions also build relationships as they demand responses and connect people in conversations. Effective teachers use questions strategically to engage students and encourage dialogue rather than monologue. Questions are key to educational change by focusing thinking and driving critical conversations.
Action Plan
The document outlines a 100-day action plan to improve student academic vocabulary. The vision is for all students to acquire Tier 2 and 3 vocabulary words. To support this, the principal will train teachers to implement SNAP mini-lessons across subjects to teach 15 words per week. The principal will observe lessons and collect student work samples in PLC meetings to assess effectiveness. Specific actions include meeting with a literacy coach, training teachers, observing demonstration lessons, and debriefing with teachers.
Learning-Focused Leadership
Explore the work of Doug Reeves, Michael Fullan, and Liz Wiseman, author of Multipliers. Find an area of focus and create an action plan for the goal you select.
Dr Angela Peery Flyer
This document provides information about Dr. Angela Peery and her consulting services to improve teaching and learning. It summarizes her expertise in areas like school improvement, teacher collaboration, effective instruction, and authentic literacy. It also includes testimonials from previous clients praising her ability to connect with audiences, provide examples and anecdotes, and help improve student achievement. Contact information is provided for those interested in partnering with Dr. Peery.
More from Angela Peery (20)
Getting Middle Schoolers on Board with Argumentation
Getting Middle Schoolers on Board with Argumentation
Recently uploaded
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaPollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcHow to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Recently uploaded (20)
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Better Questions, Better Results!
- 1. Rationale Often the pressure of “covering the curriculum” interferes with teachers’ desires to engage students in the most powerful learning opportunities possible. Teachers find themselves rushing and overloading students with drills and practice, mind-numbing lectures, and barrages of recall-level questions. Educators do this with the best intentions: they want students to be successful and are trying to provide them with every last tidbit of information, hoping that details or skills that have never “stuck” before will somehow, this time, “stick.” Educators must break the pattern of pelting students with low-level question after low-level question, day after day. John Hattie, who has conducted the most comprehensive meta-analysis of factors that influence student learning, is only the latest researcher to present the shocking facts: 80 percent of the questions that teachers ask are not cognitively complex. The reality is simple. Powerful questioning techniques are essential if students are to master the content and skills necessary for success in academia, the workplace, and in life. This one-day seminar will support educators in improving their questioning techniques. Specific questioning strategies and classroom tasks will be shared. Agenda The Reality of Questioning in American Classrooms What Is a Powerful Question? Planning for Powerful Questioning Bloom’s Taxonomy – cognitive demand Webb’s DOK – task design Essential Questions Questioning That Builds Oral Language Skills – improving think/pair/share; Teach Like a Champion strategies; speaking in paragraphs (J. Zwiers) Questioning That Enriches Vocabulary – levels of knowing a word; word sort; strategies from Janet Allen; concept attainment; creating & understanding analogies Questioning That Builds Better Writers – teacher conferences; peer conferences; writing groups Questioning That Increases Metacognition – processing your process (math); history of the piece/project; final draft reflections Questioning That Changes Classroom Culture – structured argument talking protocol; Socratic discussion BRING THIS NEW ONE-DAY WORKSHOP ON SITE! Better Questions, Better Results! Developed by Angela Peery & Colleagues Call or email Angela for more information. drangelapeery@gmail.com 843.252.2173