literacy and justice for all year – 2
DESCRIPTION
Literacy and Justice for ALL Year – 2 . Alabama Reading Initiative 2011-2012 Session 2. Parameters: 1. All participants - no observers. 2. Use time wisely. 3. Stay focused. Please keep sidebar conversations to a minimum. 4. Respect others’ opinions. - PowerPoint PPT PresentationTRANSCRIPT
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LITERACY AND JUSTICE FOR ALL
YEAR – 2 Alabama Reading Initiative
2011-2012Session 2
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Parameters:
1. All participants - no observers.2. Use time wisely.3. Stay focused. Please keep sidebar conversations to a minimum.4. Respect others’ opinions. 5. Set cell phones and other electronic devices on vibrate or silent and put them away.
2
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NAEP RESULTS 2011
Grade 4 and 8
ALABAMAand the Nation
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NAEP Results, Grade 4 Achievement-Level Percentages and Average Score Results
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NAEP Results, Grade 8Achievement-Level Percentages and Average Score Results
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2003 2005 2007 2009 20110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
48 4738 38 33
30 30
33 3436
18 1822 22 25
5 4 7 6 7
Alabama NAEP ScoresGrade 4
2003 - 2011
AdvancedProficientBasicBelow Basic
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2003 2005 2007 2009 20110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
35 37 38 34 31
42 41 4142
43
21 20 20 22 24
2 2 1 1 2
Alabama NAEP ScoresGrade 8
2003-2011
AdvancedProficientBasicBelow Basic
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OVERARCHING OUTCOME
Equip ARI teams to use instructional strategies including formative assessment to help students develop critical thinking skills and help administrators and teachers use Response to Instruction (RtI) to increase student learning.
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LET’S REVIEW“Analyses show that students benefit
from classroom talk especially when teachers ask authentic questions and incorporate student responses into the questions they pose. Student writing is also enhanced by instructional coherence among reading, questioning, writing, and classroom talk.”
Adapted from the National Research Center on English Learning and Achievement, February 2001
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SESSION TWO OUTCOMES1. I can share my learning and
implementation from Session #1 .
2. I can identify research/principles of questioning that will be used to improve my questioning expertise.
3. I can formulate varying levels of questions in order to increase students’ content knowledge and critical thinking.
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SESSION TWO OUTCOMES(cont.)4. I can state compelling reasons why
peer coaching will be beneficial in my school, and I can plan and implement peer coaching with my ARI school team.
5. I can explain why questioning and peer coaching are essential in developing the critical thinking skills of my students and myself as an educator.
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ALABAMA CONTINUUM FOR TEACHER DEVELOPMENT1.2 - Content KnowledgeEmergingDesigns a variety of assessments, including pretests and
informal measures to determine pre-instructional levels of students’ knowledge and skills – and uses results to differentiate instruction
ApplyingPlans and delivers relevant learning activities that build upon
student knowledge, as accessed through purposeful questioning
IntegratingEngages colleagues and students in formulating questions and
designing new learning activities that draw upon and respond to learners’ varied experiences, knowledge and interests
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ALABAMA CONTINUUM FOR TEACHER DEVELOPMENT2.7 - Teaching and LearningEmergingFormulates and uses questions to engage students in thinking
at all cognitive levels and in mastering the contentApplyingEncourages and teaches learners to formulate questions to
guide their learning. Uses effective questioning strategies to facilitate learner interactions and discussions
IntegratingLeads colleagues in the formulation of essential questions that
cross the disciplines and that enable learners to integrate knowledge from different sources and make meaningful connections across content areas
InnovatingModels effective questioning skills when leading colleagues in
professional learning activities related to improved instruction
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ALABAMA CONTINUUM FOR TEACHER DEVELOPMENT2.10 – Teaching and LearningInnovatingCoaches and supports colleagues in improving practices to
collect, record and share learning performance data
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SESSION # 1 ASSIGNMENTRevisit the contentAs a team, plan a practice lesson using these
strategies. Decide who will teach the lesson and who will
observe. Reflectstudent work samples notes from the lesson
Revise the instruction
BRING BACK YOUR LESSON OBSERVATIONS
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MAKING CONNECTIONS GRAPHIC ORGANIZERTOPIC: Connections for Your Learning on Global Sets and Formative
Assessment Practice Lesson
Session One Assignment (At Your School)
Baseline Video Lesson for Session One
(First Week of School)
Video Lesson for Session
II (One Month after Coaching Support)
Teacher to Student Interactions
Interactions seemed forced or rigid/students did not seem to trust the teacher
Room Arrangement Desks were in rows/focus seemed to be toward the front/teacher centered
Student to Student Interaction
Interactions were not natural; students were reluctant to discuss at first
In planning the practice lesson, we learned . . .
Social studies standards are very broad and must be narrowed to daily outcome(s).
By studying the student work samples, we
9 students met outcome/12 students partially met the outcome/9 students did not meet the outcome
From the learning, we revised
Teacher learned that structures would need to be in place for student discussions
SUBTOPICS CONCLUSION
CONCLUSION
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VIDEOThis is the same group of students we observed
in their first week of school—one month later AFTER the teacher and coach have worked together. They are grouped heterogeneously based on what we learned from the first lesson.
As you view:Think about our overarching outcome that
includes instructional strategy sets such as discussion, writing, questioning, and formative assessment.
Take notes as you view/listen.
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MAKING CONNECTIONS GRAPHIC ORGANIZERTOPIC: Connections for Your Learning on Global Sets and Formative
Assessment Practice Lesson
Session One Assignment (At Your School)
Baseline Video Lesson for Session One
(First Week of School)
Video Lesson for Session
II (One Month after Coaching Support)
Teacher to Student Interactions
Interactions seemed forced or rigid/students did not seem to trust the teacher
Room Arrangement Desks were in rows/focus seemed to be toward the front/teacher centered
Student to Student Interaction
Interactions were not natural; students were reluctant to discuss at first
In planning the practice lesson, we learned . . .
Social studies standards are very broad and must be narrowed to daily outcome(s).
By studying the student work samples, we
9 students met outcome/12 students partially met the outcome/9 students did not meet the outcome
From the learning, we revised
Teacher learned that structures would need to be in place for student discussions
SUBTOPICS CONCLUSION
CONCLUSION
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READ, STOP, AND TALK
Handout 7
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READ, STOP, TALKDirections:Find one other person at your table to work
with as a partner during the reading of the excerpt.
Read silently until you have both reached the stop and talk prompt in the text.
At this point, talk together about the guiding questions for 2-3 minutes.
Proceed reading until you come to the next prompt. One individual needs to serve as time-keeper during each of the discussions.
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HAVE YOU BEEN ASKING YOURSELVES…
How do we ….Teach our kids to read,Expand their reading power,Ensure they’re college and career ready,
“Do” RtI,
With more kids and no $AND
Keep Our Sanity?
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“QUESTIONING TECHNIQUES” LESSON
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AGENDA – QUESTIONING TECHNIQUES
STUDYOutcome: I can identify
research/principles of questioning that will be used to improve my questioning expertise.
Before: Questioning Behavior RatingDuring: Reflect-Read-QuestionAfter: Acrostic
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How Does Your Questioning
Behavior Rate? Handout 1
Before:
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DURING:
REFLECT-READ-QUESTION
What does the RESEARCH tell us about QUESTIONING STYLES
and QUESTIONING FORMATS?
“Experts Say” - Handout 2
Chunk 1: FrontChunk 2: Back
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ACROSTIC MODELS – USED AS A SUMMARY – INCREASES RIGOR: An acrostic poem is similar to an acronym.
But rather than shortening information into one word, an acrostic poem is used to give additional information about a chosen topic. Here are two models using the letters in the word “teach”:T – Touching the lives ofE – every student andA – accepting their differencesC – can createH – hope for their future successes.
T – Touch hearts
E – Enrich lives
A – Assess progress
C – CareH – Helpful
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AFTER: ACROSTIC SUMMARIZATIONSUMMARIZE YOUR LEARNING USING EACH LETTER OF THE WORD
“QUESTION”.
Q –U –E –S –T –I –O –N –
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BACKSTEPPING THE LESSON– QUESTIONING TECHNIQUES
STUDYOutcome: I can identify research/principles of questioning
that will be used to improve my questioning expertise.
Before: Questioning Behavior RatingPurposes: Activate prior knowledge; make connections
During: Reflect-Read-Question “Experts Say”Purposes: engage with text; make connections; generate questions; integrate new information with prior knowledge
After: AcrosticPurpose: summarize; reflect on content
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“CRITICAL THINKING THROUGH QUESTIONING”
LESSON
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AGENDA– CRITICAL THINKING THROUGH QUESTIONING
STUDYOutcome: I can formulate varying levels of
questions from text in order to increase students’ content knowledge and critical thinking.
Before: Fairy Tale Questioning with Bloom’sDuring: Creating Questions with TextAfter: Response Cards
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BLOOM’S TAXONOMIES
Handouts 3 & 4
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USING THE STORY, THE THREE LITTLE PIGS:
1. What were the types of homes built by the pigs? Remembering/Knowledge
“Remembering questions”: Remembering questions ask students to recognize or recall information and evoke the lowest level of cognitive processing; however, remembering is critical for meaningful learning and problem solving. Students must be able to retrieve information if they are to use it in more cognitively complex operations.
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USING THE STORY, THE THREE LITTLE PIGS:2. Why did the third pig’s house remain standing when the other houses did not?
Understanding/Comprehension“Understanding questions”: The first step
in helping transfer the memorized information to new situations is to facilitate connections between new knowledge and prior knowledge. Understand questions must include information that students did not encounter during initial instruction. It must require students to reach beyond memory alone to answer.
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USING THE STORY, THE THREE LITTLE PIGS:
3. If bricks were not available, what material would you choose to build your house and why?
Applying/Application“Applying questions”: There are two types
of application: execution and implementation. Execution involves applying a procedure to a familiar task. Implementation involves applying a procedure to an unfamiliar task and requires some degree of understanding of the problem as well as the solution procedure.
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The Three Little Pigs:4. What is the relationship between the materials
used to build each house and what happened to it when the wolf blew on it?
Analyzing/Analysis“Analyzing questions”: Analysis involves
breaking down a whole (problem or idea) into its component parts and determining how the parts are related one to another.
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The Three Little Pigs:5. How would you judge the wolf’s behavior and
why?Evaluating/ Synthesis
“Evaluating questions”: Evaluation involves making a judgment based upon the application of a set of standards or criteria. The two cognitive processes associated with evaluate are checking (making judgments about internal consistency), and critiquing (for which judgments are made based upon external criteria).
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The Three Little Pigs:6. How could the ending be rewritten where the wolf
comes out ahead?Creating/Evaluation
“Creating questions”. The final cognitive process engages students in putting together disparate parts to form a new whole. The authors of the revised taxonomy place create at a higher level than evaluate because it is the process for which the student must draw upon elements from many sources and put them together in a novel structure or pattern relative to his or her own prior knowledge. It results in a new product.
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YOUR TURN USING THE STORY, LITTLE RED RIDING HOOD
1. How does this story relate to your own life?
2. What crimes was the wolf guilty of committing?
3. What would happen if the story of Little Red Riding Hood took place in a modern-day city?
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YOUR TURN 4. What do you think Red Riding Hood
will do the next time she meets a stranger?
5. What happened to the grandmother in the story?
6. Compare this story to reality. What events could not really happen?
Red Riding Hood:
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DURING: CREATING QUESTIONS WITH TEXT
1. Read the section labeled “Feedback” from the “Classroom Questions – Types of Questions, Feedback, Effective Questioning Practices” article (Handout 5).
2. Work with your team to create a question for each level of Bloom’s Revised Taxonomy. Refer to stems on Handout 4.
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LUNCH
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AFTER: RESPONSE CARDS Each group will choose one question
to share whole group.
Other groups will decide which level they believe the question is from. When asked, one team member will raise the number card that correlates with the level.
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BACKSTEPPING THE LESSON: CRITICAL THINKING THROUGH QUESTIONINGSTUDYOutcome: I can formulate varying levels of
questions from text in order to increase students’ content knowledge and critical thinking.
Before: Fairy Tale Questioning with Bloom’sPurposes: build background knowledge; activate
prior knowledge; integrate new information with prior knowledge
During: Creating Questions with TextPurposes: generate questions; apply new
informationAfter: Response CardsPurposes: justify, deliberate, and evaluate conclusions
of self and others
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SELECT & PLAN
Framing quality questions can be a time-consuming and rigorous task. Think about the potential benefits to students and teachers as you plan.
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TEAM TO TEACHUse data to
identify student needs
Examine studies and research
Engage in rigorous
reflection
Use research and
professional wisdom to make good
choices
Collaboratively experiment with
new teaching practices
Monitor and assess
implementation
Communicate information to
other stakeholders
Continually• Revisit• Reflect• Revise
Study
Select
Plan
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SELECT & PLAN
1. As a team, review the questioning information provided in your school study packet (Handouts A & B).
2. Plan your next steps for implementing questioning in your school.
• Consider the various taxonomies• Determine additional research
needed
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PEER COACHING
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AGENDA – PEER COACHING: Outcomes: I can state compelling
reasons why peer coaching will be beneficial in my school, and I can plan and implement peer coaching with my ARI school team.
Before: Think-Write-Pair-ShareDuring: Mini-lecture; Table TalkAfter: I Used to Think…; Now I Think….
Statement
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PEER COACHING IS… “A professional development model that
has been shown to increase collegiality and improve teaching…a process through which teachers share their expertise and provide … assistance for the purpose of refining present skills, learning new skills, and/or solving classroom related problems. It also refers to in-class training by a supportive peer who helps the teacher apply skills learned in a workshop.” (Dalton and Moir, 1991)
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Handout 6
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COACHING COMMONALITIESFocus on professional practiceJob-embeddedIntensive and ongoingGrounded in partnershipDialogicalNonevaluativeConfidentialFacilitated through respectful communication
Knight, “Coaching: The Key to Translating Research in Practice”, NSDC Journal, 2009
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ALABAMA CONTINUUM FOR TEACHER DEVELOPMENT1.2 - Content KnowledgeEmergingDesigns a variety of assessments, including pretests and
informal measures to determine pre-instructional levels of students’ knowledge and skills – and uses results to differentiate instruction
ApplyingPlans and delivers relevant learning activities that build
upon student knowledge, as accessed through purposeful questioning
IntegratingEngages colleagues and students in formulating
questions and designing new learning activities that draw upon and respond to learners’ varied experiences, knowledge and interests
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ALABAMA CONTINUUM FOR TEACHER DEVELOPMENT2.7 - Teaching and LearningEmergingFormulates and uses questions to engage students in thinking
at all cognitive levels and in mastering the contentApplyingEncourages and teaches learners to formulate questions to
guide their learning. Uses effective questioning strategies to facilitate learner interactions and discussions
IntegratingLeads colleagues in the formulation of essential questions
that cross the disciplines and that enable learners to integrate knowledge from different sources and make meaningful connections across content areas
InnovatingModels effective questioning skills when leading colleagues in
professional learning activities related to improved instruction
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ALABAMA CONTINUUM FOR TEACHER DEVELOPMENT2.10 – Teaching and LearningInnovatingCoaches and supports colleagues in improving
practices to collect, record and share learning performance data
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CONDITIONS FOR SUCCESSFocus and continuityA learning-friendly culturePrincipal supportClear rolesProtect the coaching relationshipTimeContinuous learning
Knight, “Coaching: The Key to Translating Research in Practice”, NSDC Journal, 2009
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VIDEO CLIP – PEER COACHING IN THE REFLECTING & PLANNING PHASE
As you view the video clip, take notes about who is doing the talking during this conversation and about what they are talking about—basically, what stands out to you during this conversation?
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SELECT AND PLAN FOR PEER COACHING
Peer Coaching Study Teams, Questions to Guide Our Thinking
Before You Jump In (How to Plan and Implement a Peer Coaching Program, Chapter 3)
Professional Teaching and Learning Cycle (SEDL)
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AFTER: LET’S REVIEW: “I USED TO THINK… NOW I THINK” STATEMENT
“Analyses show that students benefit from classroom talk especially when teachers ask authentic questions and incorporate student responses into the questions they pose. Student writing is also enhanced by instructional coherence among reading, questioning, writing, and classroom talk.”
Adapted from the National Research Center on English Learning and Achievement, February 2001
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BACKSTEPPING THE LESSON – PEER COACHING:
Outcomes: I can state compelling reasons why peer coaching will be beneficial in my school, and I can plan and implement peer coaching with my ARI school team.
Before: Think-Write-Pair-SharePurpose: establish purpose for lessonDuring: Mini-lecture; Table TalkPurposes: make connections; integrate new
information with prior knowledgeAfter: “I Used to Think… Now I Think….” StatementPurposes: reflect on content of the lesson; make
connections
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DEVELOPING CRITICAL THINKING THROUGH QUESTIONING
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AGENDA - DEVELOPING CRITICAL THINKING THROUGH QUESTIONINGOutcome: I can explain why
questioning and peer coaching are essential in developing the critical thinking skills of my students and myself as an educator.
Before: IQ PairsDuring: Ink ThinkAfter: Pick One
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BEFORE: IQ PAIRSDirections:1. As you read the quote on
the following slide, find one thought that makes an impression on you and one question you have.
2. Be prepared to share with your partner.
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“…in almost every school there are people who have reservations about the importance or utility of asking questions in the classroom. One objection to questioning is that, because classroom time is limited, it is an inefficient means by which to communicate information to students. These objectors would probably be correct if critical thinking skills could be developed in the absence of questioning. But questioning is important because it is particularly effective at getting students to develop their critical thinking skills.”
Hannel & Hannel . Highly Effective Questioning (2004)
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DURING: MODIFIED INK THINKPurpose: Stimulates thinking, helps develop new
patterns of thought, encourages deeper thinking about a particular subject
Ink think is a group’s non-verbal creation of a mind map1. Reflect on your assigned quote2. Record your thoughts on the chart3. Remain silent during this activity, “listen” to what
others are writing4. Rotate to the next chart and repeat until you have
read and responded to all quotes5. As a group, summarize ideas from your original quote
(you can talk now!)6. Be prepared to share idea(s) with whole group
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AFTER: PICK ONE Back in your home teams, pick one thought about “your” quote to share with the whole group.
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QUOTE #1“Questions promote student
learning. Teachers should plan questions before asking to ensure that questions match the instructional objective thinking. A few carefully prepared or selected questions are preferable to large numbers of questions.”
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QUOTE #2“[Peer coaching] increases the implementation
of new strategies into the classroom. You need both professional learning and student learning. Professional learning and student learning go hand-in-hand. For professional learning to occur, ti must be done in a supportive context. For increased student learning to occur, it must be the focus of our data collection, dialogue, on-going assessment, and teaching and learning practices.”
--J. W. Murphy, 1998
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QUOTE #3“When students engage in thinking about and
forming their own answers to questions, their academic self-efficacy increases…When teachers spend time and effort crafting quality questions, then students will engage in thinking about and answering our questions, and then they will begin to believe that they can answer questions and master content, and then their performance and academic achievement will increase.”
Walsh and Sattes, Thinking Through Quality Questioning, 2011
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QUOTE # 4
“If questions are vehicles for thought, then the questioning process determines who will go along for the ride. Teacher questioning behaviors affect which students learn how much.”
Walsh & Sattes, Quality Questioning, 2005.
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QUOTE # 5“Once the teachers have selected instructional
strategies and an assessment approach and have planned their lesson(s), they return to their classrooms to implement the lesson(s). This step provides an ideal opportunity for leaders to observe instruction. This communicates a message that leaders support the [peer coaching] initiative and that the work is a priority. Peer observations can also be scheduled at this time, providing more intensive professional development, esp. for new or inexperienced teachers.”
--SEDL: Professional Learning Communities, p. 5
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BACKSTEPPING THE LESSON - DEVELOPING CRITICAL THINKING THROUGH QUESTIONINGOutcome: I can explain why questioning and peer
coaching are essential in developing the critical thinking skills of my students and myself as an educator.
Before: IQ PairsPurposes: establish a purpose for the lesson; generate
questionsDuring: Ink ThinkPurposes: interact with content; integrate new
information with prior knowledgeAfter: Pick OnePurposes: reflect on content of the lesson; deliberate and
evaluate conclusions of self & others
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SESSION # 2 PLANNING:BRING IT BACK!
With a Peer(s)Revisit the contentPlan and implement lessons incorporating questioning,
discussion, and writing.Decide how student learning will be formatively assessed
throughout the lessons. ReflectAnalyze student work samples for evidence of student learning. Examine notes from the lessons.Revise Refine and improve the instruction.
BRING BACK YOUR LESSON OBSERVATIONS
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REGION 11 – TROY UNIVERSITY Carol Belcher, team leader:
Rhonda Ayers, regional staff: [email protected]
Sandy Cauley, regional staff: [email protected]
Daphne Cook, regional staff: [email protected]
Cindy Klages, regional staff: [email protected]
Erin Scott, regional staff: [email protected]