3D USING QUESTIONING AND DISCUSSION TECHNIQUES
Questions are appropriate to the content and level of students’ understanding. Teacher encourages students to pose their own questions and is responsive to student questions. Teacher facilitates student-led discussions.
ELEMENTS AND INDICATORS OF PERFORMANCE
Quality of Questions
INFORMATION
ARTIFACTS
OBSERVABLE EVIDENCE
EXAMPLE GOALS (S.M.A.R.T.)
2 – Random via teacher and Powerschool random student - individual
3 – Plickers – whole class participation
4 – Individual Whiteboards – whole class participation
5 – Journal written responses – whole class participation
GUIDING QUESTIONS
RESOURCES
Using Questioning and Discussion Techniques
This footage of teachers and students in a real classroom demonstrates how questioning and discussion can create student engagement. Charlotte Danielson comments on why the strategy was so effectively implemented with students in this situation. Play the Video
Source: http://www.iobservation.com/danielson-collection/online-professional-development-resource-library/
Using Cues to Communicate What’s Important
Source: http://www.iobservation.com/danielson-collection/online-professional-development-resource-library/
ELEMENTS AND INDICATORS OF PERFORMANCE
Quality of Questions
- Students deepen his or her understanding as the lesson evolves.
- The teacher asks questions that are appropriate (depth and breadth) to the sequence of learning.
- The teacher applies appropriate questioning techniques to deepen student understanding and the quality student responses.
- The teacher provides adequate wait time for students to process responses.
- The teacher supports and encourages students to pose his or her own questions.
- Students engage in discussions related to the lesson.
- Students initiate discussion topics related to the lesson.
- Students working in groups actively listen, accept multiple perspectives, and respectfully address others during conversation.
- The teacher facilitates student learning rather than directing it.
- Students are prepared to contribute to the conversation.
- Class “experts” are permitted to share his or her skills and knowledge with his or her peers.
- The teacher ensures all voices are heard in discussion.
- The teacher sets expectations for all students to participate.
- The teacher draws members of the group into the discussion.
- The teacher uses cues to indicate when a particular student is expected to speak and/or when all other students are expected to be active listeners.
INFORMATION
ARTIFACTS
- Pre-planned Questions in Lessons
- Question/Language Stems Posted/Provided
- Question/Response Teacher Log
- A sampling of activities that exhibit teacher's ability to develop/implement effective questions in varying group settings (whole class/small group/differentiated settings/etc.)
OBSERVABLE EVIDENCE
- All questioning/discussion activities are at a high level and consistent with the learning objectives of the lesson/unit
- Students are grouped appropriately to achieve the most learning from the questioning/discussion
- Instructional materials (technology/handouts/speakers/etc.) are used effectively to promote effective questioning/discussion
- Students take an active role in the questioning/discussion
EXAMPLE GOALS (S.M.A.R.T.)
- Within each unit, at least 3 of the following Questioning and Discussion techniques will be used with the students: (These will be written into each daily lesson plan) (At least all 5 will be used every other unit)
2 – Random via teacher and Powerschool random student - individual
3 – Plickers – whole class participation
4 – Individual Whiteboards – whole class participation
5 – Journal written responses – whole class participation
- At least once per week, I will engage students in discussion and model high-quality, higher order questions.
- At least once per week, students will write high quality questions on grade level material as measured by teacher checks.
GUIDING QUESTIONS
- How will you get each student involved in answering or asking questions throughout a lesson?
- What is appropriate wait time for each technique?
- How will you create an environment in your classroom that is friendly and “safe” for all students to pose and answer questions?
- How do you assess student understanding in a discussion setting?
- How do scaffold for students that are not able to formulate high order questions?
RESOURCES
Using Questioning and Discussion Techniques
This footage of teachers and students in a real classroom demonstrates how questioning and discussion can create student engagement. Charlotte Danielson comments on why the strategy was so effectively implemented with students in this situation. Play the Video
Source: http://www.iobservation.com/danielson-collection/online-professional-development-resource-library/
Using Cues to Communicate What’s Important
Source: http://www.iobservation.com/danielson-collection/online-professional-development-resource-library/
- Education World: Open Ended Questioning Techniques
- Bloom’s Taxonomy Explained in Seinfeld Episodes
- https://www.nwabr.org/sites/default/files/SocSem.pdf
- http://www.studyguide.org/socratic_seminar.htm
- https://plickers.com/
- Webb’s Depth of Knowledge
- TDQ Text-Dependent Questions Pathways to Close and Critical Reading Douglas Fisher & Nancy Frey
- Quality Questioning Research-Based Practice to Engage Every Learner Jackie Acree Walsh & Beth Dankert Sattes