classroom strategies that work
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Classroom Strategies That Work. Questions, Cues, and Advance Organizers. Helping Students Activate Prior Knowledge. Question Rotation. What Are You Thinking About Questioning. Lower Order Questioning. To recall verbatim material previously read or taught - PowerPoint PPT PresentationTRANSCRIPT
Classroom StrategiesThat Work
Questions, Cues, and Advance Organizers
Helping Students
Activate Prior Knowledge
Question Rotation
What Are You Thinking About Questioning
TWhat do I think about
questioning?
WWhat do I need to know to
support or challenge my
thinking ?
LWhat have I learned?
Lower Order Questioning
• To recall verbatim material previously read or taught
• Cannot use lower cognitive questions as evidence of content mastery, because it does not prove content mastery
Higher Order Questioning• Ask the student to mentally manipulate bits of
information previously learned to create an answer or to support an answer with logically reasoned evidence.
• Higher-order questions in an open-ended and nurturing educational environment creates more synapses.
• Questioning generates lateral thinking.
Current Brain Research
Key Findings• Learning increases when
teachers focus their questions on content that is most important, not what they think will be most interesting to students.
• Higher-level questions that ask students to analyze information result in more learning than simply asking students to recall information.
Question Prompts for Engaging Students in Higher Order Thinking
Bloom MarzanoKnowledgeList, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where (how and why are not included here)ComprehensionSummarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
ComparisonHow are things alike and different
ApplicationApply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
ClassificationInto what groups could you organizeDefining characteristics of each group
AnalysisAnalyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
InductionBased on observation, what can you conclude
SynthesisCombine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite
DeductionBased on generalizations, what prediction can you make?If something has happened, what do you know must have occurred
EvaluationEvaluate, assess, describe, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
Error AnalysisWhat are the errors in reasoningHow is this information misleading
Constructing SupportWhat is an argument to support this claimAbstractionWhat is the general pattern underlying this information ?Analyzing PerspectivesWhat is an alternative perspective
Bloom’s Revised Taxonomy Digital Map
Question Rotation Retake
Increasing Wait Time
Difficult to increase
•Uncomfortable •Explain •Experiment
Wait Time Most instructors allow their students less than one
second of wait-time. When wait-time is increased to three to five seconds:
• Number of student responses increases • Incidence of non-response decreases. • More evidence in support of responses• More speculative thoughts• More complex answers• Confidence increases • Student-to-student interactions increase • Conversational sequences/interchanges increase
Wait Time Activity
What To Do When Students Don’t Respond• Repeat • Rephrase • Simplify • Ask another student to rephrase • Break down into its component parts• Make more specific• Clarify the difficulty• After each of the above alternatives, it is
recommended that you allow another 5-10 seconds wait-time.
Analyzing Questions
• Compare an oak tree to a dogwood tree• Predict what would have happen if drought
conditions in the Piedmont section of NC into the early Fall of last year.
• Choose which “season” is the best.
Question Analysis Activity
1-Examine the questions.2-Determine what follow-up questions should
be asked.3-Identify what instruction must take place in
order for students to be able to answer those questions or what pre-requisite skills must be in place.
Cues
Helping Students
Activate Prior Knowledge
Advance OrganizersHelping Students
Activate Prior Knowledge
105
What Are You Thinking About Questioning Retake
TWhat do I think about
questioning?
WWhat do I need to know to
support or challenge my
thinking ?
LWhat have I learned?
KWLQKWhat do I know?
WWhat do I want to know?
LWhat did I learn?
QWhat questions do I still have?
What Am I Thinking Now?TWhat do I think?
WWhat do I need to know to support or challenge my thinking?
LWhat did I learn?
QWhat questions do I still have?
WWhere can Ifind the answer?
Expository Advance Organizer
Straightforward descriptions of new content emphasizing important content
prepares students for what they will learn
Expository Advance Organizer
Expository Advance Organizer
Creating a Classroom Climate to Support Questioning
When students are not used to having an instructor give them sufficient wait-time, they may not immediately take advantage of the opportunity to think, respond, or ask questions.
Creating a Classroom Climate to Support Questioning
• Students, much like their instructors, may at first be uncomfortable with the added seconds of silence. It may be a good idea to tell students that you are experimenting with giving them more time to think and respond to your questions.
• Letting students know the purpose of any changes you plan to make in the classroom or in your teaching behavior helps orient students to the change.
The Science and Art of Teaching….
Number off 1-2Ten minutes to read and write summary
Move to the Music Person 1 Shares Summary for
2 MinutesPerson 2 Shares Summary for 2 Minutes
Steps to Implementation• Research• Read• Practice• Analyze• Evaluate• Reflect on student impact
SynonymsQuestions/Cues and Advance Organizers
Questions/Cues
• Prompts• Hints• Clues• Previews• Scans• Glimpses
Advance Organizers
• Preview• Anticipatory set• Outline• Peek• Hint• Overview
Jot it Down
Classroom StrategiesThat Work