The document outlines educational strategies for enhancing teaching in Winston-Salem Forsyth County Schools, focusing on the importance of concept maps, essential questions, and guiding questions. It emphasizes how these tools can foster critical thinking, improve student engagement, and aid in understanding complex concepts. Additionally, it provides examples and methods for developing effective questioning techniques aligned with Bloom's Taxonomy.

1. Good Planning + Good Strategies = Good Teaching Winston-Salem Forsyth County Schools 2008-2009

2. Let’s Talk Trees: Keys to Good Planning Concept Maps, Essential Questions, and Guiding Questions

3. Overview The Forest: How do concept maps enhance instruction? The Trees: How do good essential questions foster higher order thinking? The Branches: How do guiding questions assist the learner?

4. “Teaching the answers without first raising the questions takes most of the meaning out of learning.” --Francis Slater, London School of Education

5. The Forest: Why are concept maps important? Ensures instruction addresses NCSCOS Ensures instruction addresses student needs Helps “chunk” learning into logical, meaningful portions Helps students form connections between content and concepts

6. Concept Map

7. How can concept maps enhance instruction? Help students track learning progress Help students review learning Help frame new concepts Help preview upcoming ideas Help students understand how vocabulary connects to concepts

8. How do concept maps look in the classroom? Posted on wall using large paper Poster-sized printout from computer file Computer/Overhead image referred to during lesson Student-generated components added to teacher-created template HOWEVER, NOT a “build-as-you-go” activity; concept map should be posted prior to learning

9. The Trees: What constitutes a good essential question? A good essential question is one that Requires students to make a decision or plan a course of action Fosters higher order thinking skills Promotes critical thinking skills and problem solving

10. How do teachers write good essential questions? Consider what students should do or determine rather than just what they should know (refer to a Bloom’s taxonomy tool) Consider the use of strong verbs Use higher level questions Use open-ended questions

11. Higher Level Questions: Revised Bloom’s Taxonomy Create, Invent, Compose, Predict, Plan, Construct, Design, Imagine, Propose, Devise, Formulate, Combine, Hypothesize, Originate, Forecast Creating Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Rate, Prioritize, Determine, Critique, Evaluate, Criticize, Weigh, Value, Estimate, Defend Evaluating Analyze, Distinguish, Examine, Compare, Contrast, Investigate, Categorize, Identify, Explain, Separate, Advertise, Differentiate, Subdivide, Deduce Analyzing

12. Open-Ended Questions What is the difference between an adjective and an adverb? What is an adjective? Closed How do adjectives help writers clarify meaning? What is an example of an adjective? Open Higher Lower

13. Open-Ended Questions What is an adjective? What is the difference between an adjective and an adverb? Closed How do adjectives help writers clarify meaning? What is an example of an adjective? Open Higher Lower

14. Open-ended Questions What is the difference between an adjective and an adverb? What is an adjective? Closed How do adjectives help writers clarify meaning? What is an example of an adjective? Open Higher Lower

15. Open-Ended Questions What is an example of an adjective? What is the difference between an adjective and an adverb? What is an adjective? Closed How do adjectives help writers clarify meaning? Open Higher Lower

16. Open-Ended Questions How do adjectives help writers clarify meaning? What is the difference between an adjective and an adverb? What is an adjective? Closed What is an example of an adjective? Open Higher Lower

17. Essential Question Samples Key question openers: How? Why? Add “How can I…” to the beginning of almost any NCSCOS objective benchmark How can I explain how the author develops a setting? How can I evaluate the effects of an author’s style/craft? Why did the author use a _____ organizational structure?

18. The Branches: Guiding Questions Guiding questions can Lead students through the process of addressing the essential question Frame instruction around an essential question Identify the steps necessary to answer an essential question Help the student identify “What do I need to know?”

19. Let’s Practice: Be a Tree What are you doing in class now/next? Content What do you want students to be able to do at the end of the lesson? SCOS Revised Bloom’s What open-ended question will direct the students’ learning?

20. Remember… The Trees are Our Friends! Write Good Essential Questions!

21. Marzano’s High Yield Strategies For Improved Reading Comprehension

22. Identifying Similarities & Differences Percentile Gain: 45 Enhance student’s understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways items are alike and different. Students should compare, classify, and create metaphors, analogies, and graphic representations.

23. Compare and Contrast Activators Venn diagram Post-it Please Apples to Oranges Visual Acquisition Focused C/C Matrix T-Chart Summarizers Visual Synectics Pass it on

24. Juan Miro Pablo Picasso

25. Compare and Contrast Activators Venn diagram Post-it Please Apples to Oranges Visual Acquisition Focused C/C Matrix T-Chart Summarizers Visual Synectics Pass it on

27. Summarizing and Note Taking Percentile Gain: 34 Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details. Students should learn to delete unnecessary information, substitute some information, keep important information, writer/rewrite, and analyze information.

28. Main Idea Activators KWL Chart (K & W) Word Splash Brainstorm Acquisition It’s in the Details The Big Picture Web Summarizers KWL Chart (L) Frayer Model Summary Sentence

29. Sequencing Activators Pictures/Puzzles Train of Thought Acquisition Flow Chart Sentence Strips Q-A-D Cycle Graph Summarizers Beginning, Middle, End Revisit Train of Thought

30. 1 2 3 4 5 6

31. Summarizing Activators ABC Review Quick Write Summary Ball Acquisition Distributed Think-Pair-Share Numbered Heads A/B Partners Jigsaw Luck of the Draw

32. Summarizing Summarizers Somebody-Wanted-But-So Something-Happened-But-Then Sum it up Shaping Up Final Countdown One Word Sketch to Stretch

33. Note Taking Acquisition Cornell Notes Teacher Prepared Notes Web Combination Notes Inquiry Charts SQ3R Summarizers Cornell: Bottom box Combination Notes: Graphic representation Inquiry Chart: Bottom Box

34. Generating and Testing Hypotheses Percentile Gain: 23 Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses. Students should generate, explain, test, and defend hypotheses using both inductive and deductive strategies through problem solving, history investigation, invention, experimental inquiry, and decision making.

35. Cause & Effect Activators Matching Visual Brainstorm Acquisition Butterfly/Spider Fishbone C/E Chain Summarizers Human Chain 3-2-1 Extend & Refine Student Visual If…Then… Because Events & Consequences Diamante Poem

36. Inference Activators KLI (K&L) Picture This The Envelope Please Acquisition Making Inferences Higher Order Questions Summarizers KLI (I)

40. Reasoning Activators Logic Puzzles Anticipation Guide Four Corners Acquisition Constructing Support Prediction Tree Justify your Answer Inductive Reasoning Summarizers Revisit Anticipation Guide Extend & Refine Debate

41. Will this habitat support flamingos?

42. Soda Lakes

43. Evaluating Evidence Activators Cross the Line Acquisition Analyzing Perspectives Constructing Support for Effectiveness Source Credibility Summarizers Save the Last Word 4-2-1

44. Marzano’s High Yield Strategies Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers