Thursday, February 9, 2012

•Questioning–By Teachers–By Students

• Artifact Activity –With questioning strategies

Lesson Objectives

• SWBAT– Identify strategies for effective teacher questioning

and strengthening student questioning strategies.– Define the Socratic Method– Evaluate their own use of questions during lessons.– Evaluate their use of wait time.– Implement strategies that encourage students to use

higher order thinking and develop “thick” and “thin” questions.

– Brainstorm possible lesson ideas exploring the concepts of Archeology and Artifacts.

About this lesson

• Method?• Combination of a

couple different lessons I’ve done– U.S. History

Simulation Book– Archeology Unit– At Risk 6th / 8th grade

history

Questioning

• Teacher Questioning Strategies

• Student Questioning Strategies

Teacher Questioning Strategies

• Wait Time• Write Questions into

lesson plan.• Open/Closed• Thick/Thin• Use Bloom’s Taxonomy-

spend at least half of time on higher levels – Higher Order Thinking

• Questions that ask students to evaluate

• Questions that ask students for creative solutions – synthesize

Teacher QuestioningEach Stage of Lesson Plan

Exploratory/Anticipatory Set– Broad questions– Employ prior understanding– All students can answer– Guide Lesson

Lesson Development– Skills– Main Concepts

Expansion– Applying skills in new contexts– Ask students to evaluate– Evaluate new attitudes towards

concept

Socratic Method•What have you heard about the Socratic Method before? Any prior experience with it?

• Used to examine concepts with no concrete definition.

•A line of questioning that gets participants to examine the truth of their own beliefs.

•Challenge Assumptions

•“Devil’s Advocate”

Student Questioning Strategies

• Help students differentiate between thick v. thin questions.– Thin: Questions of clarifications– Thick: Questions that require students to extend their

thinking beyond the given topic.

• Strategies that encourage students to ask questions:– While they read– About their own thinking (metacognition)– While they are completing activities

Archeology/Jamestown Lesson

Lesson Objectives:SWBAT1. Identify some information

archeologists have learned about Jamestown from artifacts.

2. Evaluate the important work archeologists do.

3. Evaluate how difficult it is to be an archeologist.

Anticipatory Set/Exploratory Introduction

• Reading about Jamestown

• Thick v. Thin Questions with Post It Notes

• Key Question

• Video:– http://www.preservationvirginia.org/rediscover

y/page.php?page_id=6

Lesson Development

• Jamestown Artifacts

• Artifact Analysis

• Thick v. Thin Questions with Post It Notes

• Discussion Questions

Expansion

• Mystery Artifacts

• Discussion Questions

Midterm Evaluations

• Turn in and then sign your name to the sheet for your 5 points for the day!