Questioning for cab_feb._16_2011_rev
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This document discusses improving questioning techniques in the classroom. It examines the central role of questioning in uncovering students' ideas and explores different types of effective questions. The document also looks at research on current classroom questioning practices, barriers to best practices, and ways to move beyond those barriers through behaviors like asking fewer low-level questions, providing wait time, and making questions more thought-provoking.
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Guided Response:
Please respond to at least two of your peers, as early in the learning week as possible so they can make improvements to their final draft. Offer your peers feedback based on the following points:
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Hello, my degree program I am currently in is Bachelors of Arts Early Childhood Education. I applied for the Assistant Teacher posting. My workshop is geared toward parents who have children attending preschool. The title of my workshop is The Art of Teaching Preschoolers. This particular workshop aims to assist parents with fun and creative ways to keep their preschooler engaged while learning. I choose this topic for my workshop because, during parent-teacher conferences, parents have stressed that their child shows no interest in learning when they are at home. My biggest concern about hosting this workshop is speaking in from of a crowd.
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Myself and two colleagues present on the basics of Just-in-Time Teaching as well as the preliminary results of our research on the effectiveness of JiTT in different disciplines and for different types of students (as measured by the BIg Five personality traits).
Action Research Intro (Ecuador)
This document provides an overview of action research and guidance for educators on conducting action research in their own classrooms. It defines action research as a form of self-reflective inquiry aimed at improving educational practice. The presentation reviews the steps of action research, which include selecting a focus, developing research questions, collecting and analyzing data, and taking informed action. Sample research questions are provided. Educators are then guided through beginning the process, including identifying issues in their teaching and developing potential research topics and questions to explore. The goal is to help teachers shape best practices through studying their own practices.
Questioning For Coaching
The document discusses various statistics related to classroom questioning:
- Teachers ask an average of 135 questions per hour-long lesson.
- Teachers wait an average of 0.97 seconds before prompting for an answer to a question.
- 84% of lessons start with general question and answer recall.
- 62% of questions asked in a lesson are closed or lower-order questions.
- Only 15% of pupils in a classroom answer questions on average.
The document then discusses Bloom's Taxonomy and ways to use it to structure questioning to promote higher-order thinking skills in students. Various strategies are proposed for engaging students in questioning and developing their own question-asking abilities.
Visiblelearningcollingwood23 11-09-120818042750-phpapp02
Visible Learning summarizes over 800 meta-analyses relating to influences on student achievement. It found that the top three influences are:
1. Feedback from teachers, with an effect size of 0.73. Quality feedback is most effective when it is frequent, specific, and helps students improve.
2. Teacher-student relationships, with an effect size of 0.72. Developing warm, supportive relationships where teachers believe all students can achieve is powerful.
3. Mastery learning, with an effect size of 0.58. When students focus on mastering tasks in a collaborative environment with feedback, their achievement improves.
Visiblelearningcollingwood23 11-09-120818042750-phpapp02
Visible Learning summarizes over 800 meta-analyses relating to influences on student achievement. It found that the top three influences are:
1. Feedback from teachers, with an effect size of 0.73. Quality feedback is most effective when it is frequent, specific, and helps students improve.
2. Teacher-student relationships, with an effect size of 0.72. Developing warm, supportive relationships where teachers believe all students can achieve is very impactful.
3. Mastery learning, with an effect size of 0.58. Creating an environment where students learn at their own pace with support and collaboration leads to mastery.
Action research for Teachers
This document discusses action research and its key features. It begins with a small story of teachers sharing classroom experiences. It then discusses Kurt Lewin's advocacy for action research in 1946 and its cyclical, iterative approach. The key features of action research are discussed, including its close relationship to action and knowledge acquisition, its collaborative nature, and its cycle of planning, acting, observing and reflecting. Types of action research and its characteristics are also outlined. Throughout, the document provides examples and explanations of action research in an educational context.
New teacher Induction Program Session 3A
This document provides an overview of character development initiatives in the Greater Essex County District School Board. It discusses that character development is about more than academics and involves developing the whole person through engagement. Teachers play a key role in modeling behaviors and integrating character traits into lessons. Sample lessons show how to teach character traits like conflict resolution through historical examples.
Toolkit 4 evaluating students learning
The document discusses different types of questions that instructors can ask to evaluate the effectiveness and impact of teaching projects, including questions about whether learning outcomes were achieved, how student learning can be better understood, and how students are experiencing the course. It provides examples of specific questions and suggests collecting a variety of evidence, such as student work and surveys, to help answer evaluation questions. The goal of evaluation is to determine what is working and how teaching can be improved.
Selection and formulation of research problem 1
The document discusses several important aspects of selecting and formulating a research problem. It notes that choosing a suitable research problem is one of the most difficult phases of a research project. Researchers should analyze limited aspects of broad problems and narrowly focus their research. Good research topics are interesting, researchable, significant, manageable, and ethical. Operational definitions that specify exact meanings are important. Narrowing the focus of a topic and involving experts can help refine research problems.
JiTT - Blended Learning Across the Academy - Teaching Prof. Tech - Oct 2015
This document summarizes a presentation on implementing Just-in-Time Teaching (JiTT), a blended learning strategy. The presentation provides an overview of JiTT, shares data from courses that have used JiTT showing increased student preparation and performance, and offers recommendations for getting started with JiTT. Sample JiTT questions are also presented along with student responses to demonstrate how the strategy works.
Problem Solving in Everyday Life Following Brain Injury: Current Research
This document summarizes Dr. Laurie Powell's presentation about problem solving interventions following brain injury. Some key points:
1. Dr. Powell directs the Center on Brain Injury Research and Training (CBIRT) at the University of Oregon, which conducts research and training to help those with traumatic brain injury (TBI).
2. CBIRT's research focuses on systematic instruction techniques and meta-cognitive strategy instruction to support improved problem solving following TBI.
3. Their current project involves developing an integrated web-based and mobile app intervention called "ProSolv" to help individuals with TBI generalize problem solving strategies to everyday life.
lec #1.pptx
This document provides an overview of action research. It defines action research as a systematic inquiry conducted by educators to gather information about how schools operate, how teachers teach, and how students learn, with the goal of immediate application and problem-solving in a local setting. The document discusses the importance of action research, including that it deals with specific problems, provides timely results, allows educators to improve practices, and promotes collaboration. It also contrasts action research with fundamental research, noting differences in their goals and methodologies. Finally, it outlines the typical steps involved in conducting action research, such as identifying problems, reviewing literature, determining methods, and analyzing results.
Feedback
The document discusses how to provide effective feedback to students. It argues that not all feedback is helpful, as some can decrease motivation. It provides five actions teachers can take to improve feedback: 1) emphasize the task, not the student's ability, 2) give specific guidance on improvement, 3) provide regular feedback, 4) focus on the learning process, not results, and 5) only provide feedback while students are still learning. Research showed that students who received comments-only improved more than those who received grades or both comments and grades. The document stresses making feedback actionable and allowing students to apply it.
2016 Conference - Teachers as researchers
1. The document discusses teachers taking on the role of researchers to improve their practice. It describes how teachers can develop focused research questions, collect classroom data, and make changes based on the findings.
2. Examples are provided of teacher-led research projects that examined classroom interactions and participation levels. The projects helped teachers refine their questioning techniques and increase student involvement.
3. Taking a research approach allows teachers to gain a deeper understanding of their classroom context and make evidence-based changes.
Starting Strong workshop - Project Zero Sydney, May 2018
This document describes a protocol called the Descriptive Review of a Child that is intended to help educators better understand a student and their needs. The protocol involves introducing the student and focusing question, describing the student for 20 minutes, summarizing themes and patterns, asking clarifying questions, getting "pop-ups" from participants, further summarizing, discussing recommendations while focusing on strengths, a presenter response, and debrief. The document notes that protocols provide structure for important conversations and help ensure all perspectives are heard to develop a shared understanding of a student. Challenges include using protocols well, deciding when they are appropriate, facilitation, and ensuring discussions are documented and built upon.
Critical Friends DPI EETT ARRA Meeting
This document summarizes a meeting about using the Critical Friends process for teacher collaboration and professional development. It defines Critical Friends as peers who provide constructive feedback to help each other improve teaching. The steps of the Critical Friends process involve a teacher presenting a lesson or student work, and participants asking reflective questions to help the presenter gain different perspectives. Effective facilitation is important to keep discussions focused on the goals of understanding student learning and informing future instruction. Research shows that teacher collaboration combined with coaching support helps teachers implement new skills in the classroom.
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Questioning for cab_feb._16_2011_rev
- 2. Quality Questioning in the Classroom Peg Christensen - Heartland AEA with assistance from Jesse Wilcox (Valley Southwoods) Much of the information in this presentation is adapted from the September 15, 2008 Every Learner Inquires presentation done by Joyce Tugel - Maine Mathematics and Science Alliance
- 3. Purpose of this session: Examine the central role questioning plays in uncovering students’ ideas Learn about the research on questioning Explore types of questions, and techniques and strategies we can use to improve teachers and students questioning
- 4. Brainstorm What types of questions are effective?
- 5. Research About Current Practice What’s actually happening in classrooms?
- 6. Research Findings Jigsaw Each person adopts one of the research findings Quietly read your research (2 min) Share findings and implications with your group (2 min each)
- 7. Barriers to Best Practice Why is there a gap between best practice and reality?
- 8. Barriers to Best Practice Content coverage Time constraints Habit or tradition A felt need to maintain “control” of class Ease for teacher Not wanting to embarrass students
- 9. How can we move beyond current practice towards quality questioning? One teacher behavior assessment used to improve questioning is SATIC Coding
- 10. What do you notice I’m doing when I ask you questions? What kinds of behaviors do you see me displaying as I ask questions? Why are these behaviors as important as the questions?
- 11. In Summary Ask fewer low-level questions Ask more thought-provoking questions Use questions to probe and extend thinking Vary the ways in which you want students to respond to your questions Provide wait time
- 12. Questions for Reflection What culture has been established in my classroom that supports quality questioning? What structures are in place to support students as they learn to be more fully engaged in classroom discourse? How is my classroom student-centered? To what extent do my students and I possess a shared understanding of what good questions look like/sound like?
- 13. Resources