This document discusses the importance of questioning students and different types of questions. It notes that there are stages of questioning and that teachers should model effective questioning. The document suggests creating a classroom environment that encourages questions, is supportive, and where students can take on teaching roles. Different types of questions are outlined, including closed questions to gather facts and open questions to promote complex thinking. Activities like question dice and cards are proposed to stimulate student questioning. The importance of deliberately teaching questioning skills is emphasized.
Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
Follow-up session. Classroom scenarios, K-11, of teachers collaborating to better meet the needs of diverse learners. Based on learning frameworks: universal design for learning and backwards design.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
STEM Process and Project-Based LearningTodd_Stanley
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)
These slides are for the first week class where we go through the course outline, and introduce the idea of Critical Thinking within University Education.
Suggestions for working with EAL/ESL students - K-12. Presented in Brandon, MB, May, 2010. Focus on oral language, building community, in-class support as well as small group.
Follow-up session. Classroom scenarios, K-11, of teachers collaborating to better meet the needs of diverse learners. Based on learning frameworks: universal design for learning and backwards design.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
STEM Process and Project-Based LearningTodd_Stanley
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)
These slides are for the first week class where we go through the course outline, and introduce the idea of Critical Thinking within University Education.
Suggestions for working with EAL/ESL students - K-12. Presented in Brandon, MB, May, 2010. Focus on oral language, building community, in-class support as well as small group.
Renee Hobbs offers an overview of global developments in digital and media literacy education at the Media and Digital Literacy Academy of Beirut (MDLAB), August 19, 2013.
Media literacy and media mindfulness in the context of evangelizationRose Pacatte, D. Min.
This is a media literacy/media mindfulness refresher presentation for those working in faith formation, catechesis, and religious education as well as Catholic Christian parents and teachers and anyone interested in integrating media literacy within the context of culture, education and faith formation
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Model Attribute Check Company Auto PropertyCeline George
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. What is Important About Questioning? Students understanding of what a question is There are different stages of questioning Which questions matter? What is a good question? Teaching students the difference between statements and questions
3. Our Class Environment… Will be – Hands on Encourages how, why and what Models effective questioning A place where students can take on a ‘teacher role’ – giving feedback, questioning etc A selection of thoughts from each group of teachers.
4. Lots of oral language opportunities Supportive & builds trust A place that it is safe to take risks Okay to be wrong A place of ownership of their questioning A selection of thoughts from each group of teachers
5. Teacher’s Do… Relationship building, trust and team building Simple question – why do we come to school? Teacher’s responses to questions, we need to value all questions & not brush off Show that we are all learners too Challenging & engaging environment Wonderwalls A selection of thoughts from each group of teachers
6. Teacher’s Do… (Continued) Discovery table Deliberate acts of teaching questioning Lots of games Pacing lessons Using ‘chatterbox’ to ask questions Statements versus questions Scaffolding children to move from statements to questions A selection of thoughts from each group of teachers
7. Roll the Dice and Take Your Chances… Jan threw a dice around the class to stimulate questioning, each side was labelled with – Who Where Why When What
8. Jan Suggests … Using as a pile of cards Sit in a circle or in small groups Use with a black and white photo or The digital photos the children are taking
9. Two Dice are Better Than one… Adding a secondary dice (or pile of cards) can add more depth and thought to the questioning process. This dice would look like – Is/was Are/were Do/did Can/could Would/might
10. What is Appropriate & Relevant? Closed Questions – Useful at the beginning of the a study Useful for gathering facts For classifying Checking Moving on to further questioning
11. Suggestions for Closed Questions Play games such as – 20 questions Headbands (name or subject on the person’s head or back and they have to ask questions to find out who they are)
12. Open Questions – What do They Look Like? They – Justify Analyse They prompt with – What if… What could we do…
13. Fat or Skinny? Both closed and open questions can be fat or skinny. Skinny questions do not require a lot of thought. They can be both open and closed. We use them to – gather information Find out Describe Classify See Jan's handout for more depth
14. Fat Questions Require some complexity of thought & tend to require some interpretation. Fat questions can be both closed & open. Closed: Interpreting facts Giving opinions Evaluation/justification See Jan's handout for more depth
15. Fat Questions continued… Open Questions require complex thinking & have no limit on the possibilities. May be used for: Interpreting facts Giving opinions Evaluation/justification Prediction Possibilities originality See Jan's handout for more depth
16. Check This Out… A great site to check out between the hours of 1-5pm is anyquestions.co.nzThis is run by librarians and can be a great source of research, information and learning.
17. A Final Message… Questioning is up to us – it demands deliberate acts of teaching Practice questioning every single day – across all curriculum areas Refer to the 6 stages of questioning (in Jan’s handout)
