Chapter One: Setting the Stage, What is Quality Questioning?
From the chart on page 9, how will you commit to this cycle of questioning for your future classroom? Why? Justify your answer.
Quality questioning is a process that focuses on attention, stimulates thinking, and has an outcome of gaining an abundant amount of knowledge. Quality questions prompt students' thinking and allows them time to reflect on their learnings.
By using the above cycle of questioning, the questions will the lead the students into reflecting on listening, thinking, and speaking as well as being in control of their learning. Personally, I will be more aware of providing a learning community that makes the students feel confident in their learnings and always willing to ask questions for a better understanding. Dialogue with my students need to remain open so that all of my students have the opportunity to learn, make connections, and deepen their knowledge.
Chapter Two, Prepare the Question: What Are the Distinguishing Features of Quality Questioning?
Explain how you might use this rubric in designing lessons and assessments in future work
Using this rubric will be beneficial in creating quality questions for lessons and assessments. I will use this rubric to aim for 3s with the end in mind. The rubric will help me be more aware of creating DOK 3 and DOK 4 questions within my lessons and assessments. Always keep the students ability level in mind. Our goal is to deepen their knowledge. We still need who, what, and when questions but definitely need to be mindful of moving towards why, how, and explain.
Chapter Three, Present the Question: How Can Teachers Involve All Students in Thinking and Responding?
As you review the Alternative Response section beginning on page 86, which response ideas most resonate with your teaching style? Describe how you will implement these in your future classroom.
The response styles are choral response, signaled response, work samples, and using apps as well as other technology tools. While reading about the alternative responses, the one that resonates with my teaching style is work samples. When teaching phonics, I use Phonics First and there is a lot of opportunities to show work. My students use a dry-erase board and marker or notebook to dictate words and sentences that I say. Once the phonics skill is taught, it is I Do, We Do, then You Do when writing words. The You Do (students) part is I will say a word and the students will write it. This is how I check for understanding as well as observe which students may need any extra help with a skill. Being able to see work instantly written, leads my instruction for the next day as far as how extensive do I need to review or for those students who may need extra work in a small group setting.
Chapter Four, Prompt Student Thinking: How Can Teachers Assist Students in Making Connections
As you look at the poster, think of classrooms you've been in or lessons you've taught. Consider how establishing these norms could impact student learning. Now bring your thinking to your future classroom. Explain how you might set these norms in your own teaching.
The Think 1-Think Time 2 poster is powerful. Teaching this think time strategy is extremely beneficial for all students. Teaching these norms could impact student learning in many ways. It teaches the students how to listen not only to their teacher but to their classmates as well. If students take the time to think about their response it will be more informational and less of just an answer. These norms give students the opportunities to have dialogue with classmates whether they agree or disagree with their thoughts. These norms are appropriate for all levels of learners if the teacher commits to the process. The knowledge gained from these norms can be endless.
The teacher's role in using wait time is simply waiting. The teacher needs to give his or her students ample time to get their thoughts together after the question in posed. The teacher needs to create a safe learning environment so the students will feel comfortable when speaking. The teacher needs to be respectful and positive with student responses.
Probing to elicit for deeper responses for students in grades P-12 is beneficial because it broadens their thinking. Once the students respond to a question, teachers can say "tell me more", "why do you think that", "can you add anything to that", and more. Teachers need to be aware to probe in a kind, respectful way so the students feel comfortable and willing to keep talking.
Wait time is critical for many reasons. Teachers need to allow ample wait time so students can get their thoughts together and have a clear response. If teachers rush them, then they'll just give an answer and not dialogue. When teachers allow wait time the students provide clearer responses, less likely to respond "I don't know", and can provide evidence for their response. By the students giving better responses, this allows the teacher to probe less and use extra time to ask higher-order thinking questions instead.
Chapter Five, Process Responses: How Can Teachers Use Feedback to Deepen Student Thinking and Learning?
Review the charts on page 150-151. Which of these responses do you think will prove most challenging in your classroom? Explain how you will purposefully implement this challenging approach.
Student response revealing a gap in student knowledge is challenging to me in my classroom. As the teacher, I need to provide correct feedback and pose questions in order to help students develop a better understanding. Depending on the dialogue taking place, there may need to be additional teacher support in helping the students get a better grasp of the concept in a small group setting. I'm going to make myself more aware of scaffolding with my students. I've always thought this will take a good amount of time to incorporate but realistically it's whats best for the students. Give your time and energy to get to know your students so they will feel comfortable in having dialogue with their teacher and classmates.
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