Quality Questioning to Support Learning and Thinking 1
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Barb Sharbaugh Spanish Teacher Mount View Middle Welcome!!
Laura Monroe Spanish Teacher Elkridge Landing Middle Is there a
word in the English language that uses all the vowels including y ?
Unquestionably! 2
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Essential Questions How can quality questioning enhance teacher
and student thinking and learning? 3 How can the effective use of
discussion techniques deepen student understanding and reflect the
central importance of teacher practice?
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Mystery Bag 20 ?s 4
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Danielson 5
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PARCC 8
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PARCC The Key Shifts at the Heart of the PARCC Design and ELA
Standards Complexity: Complexity: regular practice with complex
text and its academic language Evidence: reading and writing
grounded in evidence from text, both literary and informational
Knowledge: building knowledge through content rich non-fiction
Note: These are the shifts the Standards require of teachersand
students and they will be reflected in the PARCCassessments. 9
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Teacher Evaluations What are they looking for? 10
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Administrative Look Fors: 3b Using Questioning and Discussion
Techniques 11
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Level 4: Distinguished Critical Attributes The teacher uses
open-ended questions, inviting students to think and/or offer
multiple possible answers. The teacher makes effective use of wait
time. The teacher builds on and uses student responses to questions
effectively. Discussions enable students to talk to one another,
without ongoing mediation by the teacher. The teacher calls on most
students, even those who dont initially volunteer. Many students
actively engage in the discussion. 12
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Commitment to Quality Questioning Is a Journey 13
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How do we ask questions? Simple to Complex Simple questions
engage student thinking, and activate memory and opinions. Simple
questions build a fact base students can build on to argue more
complex questions. Correctly answering simple questions builds
student confidence and increases the likelihood they will attempt
harder questions. 14
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Blooms vs. DOK 15
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Types of Questions Convergent Divergent Text Dependent 17
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Convergent Questions Closed-Ended 18 refer to the limits placed
on the response to a given question looking for an anticipated
response requiring little original thought on students part answer
is provided within the context of the text more narrowly defined
correct answer
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Convergent Questions Answers are generally short require little
reflection recall from memory a bit of factual information multiple
choice definitions true/false fill in the blank calculations where
there is only one correct answer 19
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Divergent Questions Open-Ended 20 broader in nature more
analytical always open-ended multiple answers allow students to
express themselves as they demonstrate their ability to reason in
the subject steer student interest to engage them where you want
them
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Divergent: Higher Level Thinking Test the students ability to
explain defend judge predict extrapolate synthesize offer educated
opinions create hypotheses based on their knowledge further analyze
a topic situation or problem Ifthen Can you create? 21
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Text Dependent Questions 22 Questions that ask students to cite
evidence from texts and backup their claim without using prior
knowledge or experience. These are the types of questions that can
only be answered correctly by re-reading the text, and are
therefore "text-dependent."
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Text Dependent Questions are NOT Low-level, literal, or recall
questions Focused on comprehension strategies Just questions
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3 Types of Text-Dependent Questions 1.Assess themes and central
ideas 2.Assess knowledge of vocabulary 3.Assess syntax and
structure 24
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Good Text Dependent ?s often linger over specific phrases and
sentences to ensure careful comprehension of the text help students
see something worthwhile that they would not have seen on a more
cursory reading 25
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Text Dependent Questions 26
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Middle School Example Before What can we tell about Don
Quijote? 27 After What aspects of Don Quijotes character is the
author developing in this paragraph? What words or phrases support
these traits?
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High School Example Before Name three elements of Chicano
culture presented in The House on Mango Street. 28
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Vocabulary Which words should be taught? Essential to
understanding text Likely to appear in future reading Which words
should get more time and attention? More abstract words (as opposed
to concrete words) persist vs. checkpoint noticed vs. accident
Words which are part of semantic word family secure, securely,
security, secured 29
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Close Reading: choosing a piece of text analyzing all of the
fine details and your reaction as a reader. 30 Reading Strategies
List Annotate the Text Make Connections Ask Questions Identify Main
Ideas Clarify what is unclear Use Context Clues Stop and Check for
Understanding Chunk Meaning Make Inferences by Using Evidence
Access Prior Knowledge
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The Elements 31 Quality of Questions/Prompts Questions of high
quality cause students to think and reflect deepen their
understanding Test their ideas against those of their classmates
When teachers ask questions of high quality, they only ask a few.
Provide wait time Provide time to reflect on classmates comments
Provide time to deepen their understanding
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Wait Time Think Time--Write Time--Talk Time When 3 or more
seconds of Wait Time is given the length and correctness of student
responses increases. the number of I dont know and no answer
responses decreases. the number of volunteered, correct answers
increases. When 3 or more seconds of Wait Time is given. teacher
questions are more varied and flexible the quantity of questions
decreases and the quality increases teachers ask add on questions
requiring higher-level thinking and processing 32
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Think Time 3 second minimum Instruct students to take a
thinking moment before you either open the floor for answers or,
better yet, you choose a student to respond. Write the question on
the board, while students are thinking, for visual learners
Provides the students with a time of reflection and rehearsal
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Write Time I dont know what I think until I write it down.
(Norman Mailer) Especially helpful for tactile/kinesthetic learners
Its not specifically the writing that helps the learning Writing is
an active, rather than passive, task Writing involves more of the
whole body in the process of thinking Writing clarifies
perspectives 34
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How do you handle incorrect answers? Say No to No Why does a
teacher focus on improving her questioning rather than simply
telling students that an answer is not correct? How does this
approach build confidence? My Favorite No How does this strategy
allow for immediate re-teach or intervention? How does this
approach of discussing what is correct and incorrect address both
students' academic and psychosocial needs? 35
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Stretch It A sequence of questioning that doesnt end with the
right answer. Right answers are rewarded with follow-up questions
that extend the knowledge and test for reliability. Ask how or why
Ask for another way to answer Ask for a better word Ask for
evidence Ask students to integrate a related skill Ask students to
apply the same skill in a new setting 36
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Questioning Techniques 1.Key Questions as Learning Objectives
2.If this is the answerwhat is the question? 3.Thunks 4.Just One
More Question 5.Socratic questioning and Socratic Circles
6.Question continuum 7.The Question Wall (4 quadrants) 37
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Questions discussion 38
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Danielson 3b: Student to Student Interaction and discussion 39
To Achieve the Distinguished Rating Teachers questions are of
uniformly high quality, with adequate wait time for students to
respond. Students formulate many questions. Students assume
considerable responsibility for the success of the discussions,
initiating topics and making unsolicited contributions. Student
themselves ensure that all voices are heard in the discussion.
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Think About It How might I use student-led discussion to
facilitate text-based questions and response in my classroom?
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True Discussion is when a teacher 41 poses a question. invites
all students views to be heard. enables students to engage in
discussion directly with one another. does not always mediate.
steps out of the central mediating role.
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Discussion Considerations Get to know your students Create a
comfortable, non-threatening environment Communicate to students
the importance of discussion to their success in the class Plan
& prepare the discussion Accommodate different learning
preferences Provide structure Clarify the rules and expectations
for discussions at the outset 42
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43 Creating Classroom Community Meaningful discussion requires
an environment where students are enabled to safely engage. free to
offer opinions, thoughts, and experiences without fear of ridicule.
Pay attention to the shape of arrangements, spacing (very
important!), and the instructors position within configurations. As
the leader of the class, it is critical that the teacher earns the
trust of the student to foster this safe environment.
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Successful discussions should be planned and conducted with a
purpose that is aligned with course objectives. begin with
questions that are inviting. move from material that is quite
familiar to students personally, and then progress toward ideas
central to course content. 44
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Task Demands Consider the following demands placed students 45
Linguistic Complexity Vocabulary Grammar Text Communicative Stress
Face-threatening topic or task Number of people involved
Relationships of those involved Cognitive Demands - familiarity
with topic - memory requirements - processing demands
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Structures Scaffold Behaviors Each session should have a clear
beginning, middle, and end. Write an outline or list of guiding
questions on the board before you begin the discussion. Organize
students to work in cooperative groups. Consider individual
students strengths and personal qualities as you assign them to
work together in pairs or groups of four. Know that cooperative
response strategies are powerful ways to engage all students in
thinking, talking, and making meaning of concepts under study.
Incorporate signaled responses (e.g., thumbs up/thumbs down) and
work samples (e.g., use of small dry-erase boards for individual
responses/index cards)especially to check for student
understanding. Respond to student contributions in ways that move
the discussion forward and keep it focused on the topic at hand.
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Scaffolding Breaking up the learning into chunks and then
providing a tool, or structure, with each chunk. 47
Accommodate different learning preferences Combine verbal and
visual explanations Explain concepts using both a big-picture and a
detail-oriented approach Give students opportunities for active
learning and reflection 52
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Throughout the Discussion Integrate student responses into the
discussion without making the discussion merely a student-teacher
interaction. Ask students to respond directly to one anothers
ideas. At appropriate points in the session, summarize the major
ideas and write them on the board. The use of small-group
discussions will allow students to become better acquainted and
thus facilitate their communication with one another. Use verbal
and non-verbal cues to encourage participation. Make eye contact
and move around the room to engage the attention of all the
students and to communicate that you expect each of them to
participate. 53
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Follow-up Questions Expand the conversation and require
students to: Clarify their answers Tell me more about that. Support
their answers: What about the reading made you think that ___?
Argue Convince us that __. Examine their responses more fully In
what other context does that idea play out? Consider different
perspectives What would you say to someone who thought ___? 54
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Correct answers Never accept a correct answer without some
explanation or reasoning. This checks understanding, stimulates
discussion and helps other students understand the topic.
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Wrong answers Use wrong or partially correct answers to
stimulate discussion and challenge misconceptions. Feed additional
information to students who make mistakes and then encourage them
to rethink their ideas.
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Now its your turn! Join Our Edmodo Group 3ev3vm
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Now the FUN Stuff! Structured Discussion Formats 59
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Facilitating Discussions Talking Chips Teammates place Talking
Chips in the center of the table to make sure everyone contributes
to the team discussion. Setup: Teams have talking chips (maximum:
two chips each.) 1.Teacher provides a discussion topic and provides
think time. 2.Any student begins the discussion, placing one of
his/her chips in the center of the table. 3.Any student with a chip
continues discussing, using his/her chip. 4.When all chips are
used, teammates each collect their chips and continue the
discussion using their talking chips. 60
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Facilitating Discussions Talking Stick Only the person with the
stick gets to speak. This includes the teacher! Discussion tickets
Hand out one or two "tickets" to each student before a discussion
starts. Once the discussion is underway, then every student who
wishes to speak must first "pay" for the privilege by giving up a
ticket. 61
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Discussion Formats Divide into 2 groups Each side takes a
position in opposition to the other. Advantage: Can help students
clarify the boundaries of a polarized issue. Disadvantage:
Polarized discussion can plunge both sides into a bottomless chasm.
Divide into 3 or 4 groups. Each side takes a position or represents
the interests of a particular group of persons. Each side makes
opening comments. Talking stick is put in the center of
circle/square. The person with the stick gets to speak. The stick
must move from group to group rather than within group. No blood.
Advantages: Discussions are more complex than with polarized
groupings. Allegiances shift. Students can run the discussion
largely themselves with minimal instructor intervention.
Disadvantages: Some groups may have difficulty charting out their
positions. Without skillful direction at times, the point of the
discussion can get lost. 62
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Discussion Formats Position Seating Assign different areas of
the classroom for students to sit according to their position on a
topic. As the discussion progresses, ask students to change their
position as their own views shift. If new positions emerge,
encourage students to find an entirely different place in the class
to sit. 63
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Think (Write)-Pair-Share (Private-Partner-Public)
Question/Task: Teacher poses a question or a task. Quiet Time:
Individually students think/write about the answer. Partners:
Students are cued to pair with a neighbor. Student Roles / Time
Frame: Structured Roles - first speaker, first listener Designated
Time Frames - "First speakers, you have 90 seconds to share your
answers with your partner "). Discussion: Students discuss their
responses, noting similarities and differences. Students encourage
their partners to clarify and justify responses using appropriate
language strategies How did you decide that? / In other words, you
think that Share Out: Students share out their own ideas and/or
those of their partner. Record: Teacher records students answers.
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Whip Around Question/Task - Teacher poses a question or a task.
Quiet Time: Students consider what they know about the topic and
record a number of possible responses. (list of words and phrases
or a focused quick-write) Response Prompts: Students complete prior
to sharing aloud. Benefit: a linguistic scaffold to bolster
students linguistic output along with their confidence in sharing
aloud I predict that .because or Based on., I think. because .
Share Out: students share an idea in 15 seconds or less Repetitive
Responses: Students point out similarities in responses using
appropriate language strategies This fosters active listening and
validation of ideas. Teacher as Recorder: Teacher can record these
ideas for subsequent review, or have students do a quick-write
summarizing some of the more interesting contributions they heard
during the discussion. 65
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Chalk Talk A silent conversation in writing that allows
students to have an equal opportunity to participate. Explains VERY
BRIEFLY that Chalk Talk is a silent activity. No one may talk at
all and anyone may add to the Chalk Talk as they please. The
facilitator writes a relevant question in a circle on the board or
chart paper The facilitator either hands a piece of chalk or marker
to every student, or places many pieces of chalk or markers at the
board. Students can comment on the initial questionand subsequent
commentsby simply drawing a connecting line to the question or
comment. People write as they feel moved. They can read and respond
to the comments of others. There are likely to be moments where not
much seems to be happeningthat is natural, so allow plenty of wait
time before deciding it is over. How the facilitator chooses to
interact with the Chalk Talk influences its outcome. The
facilitator can stand back and let it unfold or expand thinking by:
circling other interesting ideas, thereby inviting comments writing
questions about a participants comment adding his/her own
reflections or ideas connecting two interesting ideas/comments
together with a line and adding a question mark Being an active
participant encourages students to do the same kinds of expansions.
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Tug of War: Post it notes Make Thinking Visible 68 A sketch of
a tug-of-war rope is drawn on the board or on chart paper as a way
to represent a dilemma considered primarily from two perspectives
which represent the two ends of the rope. Students generate "tugs,"
the thoughts, ideas, and information that pull-toward one viewpoint
and record each on a sticky note. Ask students to generate "tugs"
that pull-toward the opposite viewpoint and record each on a sticky
note. Students determine the weight of each "tug" using a suitable
justification with the strongest tug serving as an anchor at the
end of the rope and the weakest one placed close to the center
place. Place the sticky notes corresponding in a suitable location
below the tug-of-war rope. Generate "what if?" questions to explore
the topic further.
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Nominal Group Technique Anonymous Cards Solicits anonymous
contributions from everyone Use of "anonymous cards or 3 x 5 index
cards To generate contributions to a discussion, pass out these
cards to students. Think Time: Students have a minute or two to
write down questions, issues, or ideas. Collect and redistribute
the cards randomly. Students read what is written on the cards.
Presto -- everyone in class has contributed to the discussion and
no one looks less proficient! Record Answers Write the responses on
the board, and cluster them according to topic/opinion. Everyone
has a visual display of what opinions and priorities are held by
the class as a whole. Advantage: It solicits contributions from
everyone, no matter what the class climate is like. Whether your
class is shy or over-active, the use of anonymous cards gets
everyones contribution! 69
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Last Word Individually students read the article/passage/story
on their table. Identify three aspects of the article that they
believe are really on target. Highlight each aspect of the article
in the reading. Group Roles: In your group, select a timekeeper, a
facilitator, and a person to begin. Timekeeper - keeps time
carefully. Facilitator makes sure the following process is
followed. Beginning speaker. One person in the group will begin the
process by selecting one of the aspects of the article that he or
she found of interest and directing others in the group to the
place in the reading where the idea is referenced. For up to two
minutes, this first speaker talks about this idea. Others in the
group listen without talking. When the first person is finished (or
when time is called, whichever happens first) the person to the
left has one minute to talk about this same ideabuilding on ideas
proposed by the first speaker. In turn, around the table, each
member of the group will speak for up to one minute on the same
topic. Others in the group listen as each member speaks. When all
have had a chance to speak, the original speaker has one more
minute to speak; to give the final word. Second speaker. A second
person selects a different aspect of the assignment, directs other
group members to the place in the assignment where the task is
referenced, and (following the process above) talks about this idea
for up to two minutes. Others listen, and then, in turn, respond
for one minute. The second person has a minute for the final word.
Continue around the group until all have had the opportunity to
talk about one of the ideas they gleaned from reviewing the
assignment. 70
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Body Voting 1.Students physically take a stand on an issue
2.Move to a corner/side of the room to indicate their position on a
topic 3.Each group of students discusses its position and shares
with the other groups 4.Individuals my elect to change their stand
on the issue by moving to another group
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Conversational Moves Each student in a group is given a 3x5
card on which a conversational move is listed. During the groups
conversation, the student must make his move. For example: Types of
Moves: follow-up, disagree, affirm, offer a suggestion, predict,
ask for clarification, express an opinion, paraphrase, solicit a
response, individual reporting
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Snowballing 1.Students begin by responding individually to a
question or issue 2.They then create larger conversational groups
by doubling the size of their groups every few minutes 3.In the
end, everyone is reconvened in the larger group
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Fishbowl Tap-out 4 chairs placed in the middle of the room,
while all students form an outside circle around the center group,
thus forming a fishbowl effect. The 4 students sitting in the
middle = speakers. They are having a discussion with each other
about topics at hand or what they read. *If an outside circle
student wishes to speak they must tap- out (on the shoulder) one of
the 4 people. That person must stand and move to the outside
circle. There is no refusing to leave once tapped-out. *Students on
the outside can be listening, back channeling on an organizer. TIPS
Students should try to be in the hot seat at least once during the
discussion, allow students 2 min. minimum before being tapped out,
Teacher may have to ask a question if discussion is stalling
(otherwise they are a silent observer as well) TIPS Students should
try to be in the hot seat at least once during the discussion,
allow students 2 min. minimum before being tapped out, Teacher may
have to ask a question if discussion is stalling (otherwise they
are a silent observer as well) 74
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Jigsaw Groups Members break into subgroups to discuss various
parts of a topic and then are responsible for presenting or
teaching the information to the other members in their home group.
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76 Pinwheel Discussions: Texts in Conversation
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1.Students are put into groups. (Preferably six to each group)
Can be done with odd numbers as well. 2.Four students sit in the
middle of the group with their back to the center and all four
desks connected at the edges. 3. The other students sit facing one
of the students in the middle. 4.Each of the four students in the
middle is assigned a different discussion question. The questions
can be formulated by the teacher or student. (Students seated in a
pinwheel formation take turns answering questions as authors of one
of three texts.) 5.A student designated as "provocateur" makes sure
the conversation keeps flowing.
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Pinwheel Discussions: Texts in Conversation 6. Students on the
outside proceed clockwise to each member of the center to discuss
that members question. Prior to these pinwheel discussions,
students receive a mini-lesson on how to construct the
text-dependent questions that will fuel their discussions. 7. A
recorder summarizes on butcher paper the various solutions for each
question. 8. As students rotate through the pinwheel. The teacher
keeps a tally of instances of certain discussion skills she's
looking for (posing follow-up questions, making connections, citing
textual evidence, and generating new ideas). 9. Summaries are
posted and the various groups of six circulate to read what other
groups have suggested.
https://www.teachingchannel.org/videos/high-school-literature-lesson-plan
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SSC (Small Silent Collaboration) Divide students into small
groups 4 per group works best. One student from group creates a
document on GAFE and shares with the remaining group members and
the teacher. Students silently type important topics from their
reading, questions they had, surprises from the passage, etc.
Teacher monitors all group writing noting important discussion
topics found in each. After a designated time, students discuss as
a large group. 79
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Using Technology to Enhance Discussions Electronic discussion
boards Thoughtfully post guiding questions for the discussion
boards. P osted content may be detailed and highly interactive,
providing rich content to design and direct a live discussion.
Options for student interaction: - Invite students to comment
freely to the discussion board during a lecture - Pose several
engaging questions at the end of a lecture, opening the discussion
board for comment. - After reviewing the posted material, the
teacher might initiate the in-class discussion by restating the
main question, summarizing key points made in the discussion board,
pointing out opposing views, and identifying key issues for further
discussion in class. 80
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Using Technology to Enhance Discussions Classroom Response
Software (e.g. clickers, etc.) Powerful tools for engaging students
in classroom discussion. Provide anonymous collective information
about class opinions, enabling students to compare their own
responses to those of the class without fear. Teacher can develop
an initial poll of 2-4 questions to highlight some key issues that
will be addressed during the discussion. Intermittent and final
polling might be useful to illustrate the changing opinion or
growing ability of the class. 81
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Discussions One of the most challenging teaching methods,
leading discussions can also be one of the most rewarding. Using
discussions as a primary teaching method allows you to stimulate
critical thinking. As you establish a rapport with your students,
you can demonstrate that you appreciate their contributions at the
same time that you challenge them to think more deeply and to
articulate their ideas more clearly. Frequent questions, whether
asked by you or by the students, provide a means of measuring
learning and exploring in-depth the key concepts of the course.
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Your Teacher Tool Box Questioning StrategiesDiscussion
StrategiesManagement Strategies 1.Questions stems to use on
assessments 2.Convergent Questions 3.Divergent Questions
4.Text-Dependent Questions 5.Close Reading 6.PARCC 1.Talking Chips
2.Talking Stick 3.Discussion Tickets 4.Small Groups 5.Position
Seating 6.Whip Around 7.Chalk Talk 8.Tug of War 9.Anonymous Cards
10.Last Word 11.Body Voting 12.Conversational Moves 13.Snowballing
14.Fishbowl 15.Jigsaw 16.Pinwheel 17.Small Silent Collaboration
18.Technology 1.Start smallallow student to discuss with teacher,
then with selected peer, additional peers, etc. 2.Provide student
with opportunities to practice scripted contributions before the
actual discussion. 3.Establish cueing system between teacher and
student. 4.Record student ideas 5.Plan threaded discussions using
Google Docs, Edmodo, etc. 6.Conduct real time, online discussions.
7.Priority checks