How to Question, Think & Write DOK3: A Teacher & Student Perspective Maryann Bingham Ext Fax: MaThink Conference February 27, 2016

Academic Aspirations? “Middle School students perform well academically when their schooling environment meets their developmental needs (Eccles et al., 1993).” Results from the study by McCollum and Yoder in 2011 showed a significant mediation of teacher regard on the relationship between academic culture and academic aspirations. A caring, classroom culture leads to students being successful at higher levels!

Question/Questioning Find curriculum material that fits what you are already teaching and learning. “Answers may vary” does NOT mean they are all correct or that they are at higher levels of learning. Argumentative essays are essentially mathematical proofs. Ask / use prompts that elicit a defendable response. Always ask “Are you sure?” Answer a question with a question.

Think /Thinking Rubric scoring implies that the answer is worth almost nothing without “showing your thinking” Count to five before you respond Hands up when you have an answer/thought Brainstorming, surveys, “it could happen” and other responses will encourage that no one gets off the hook. o 3-Act lessons, post-its and exit cards o Avoid questions that are “section specific” unless it is a practice activity

Write / Written Down Enhanced multiple choice is still multiple choice, add the “what’s wrong with the others” and it ups the level of thinking. “Argumentative” can be three to five sentences instead of three to five paragraphs o Solution, proof (1-2), Conclusion NO pronouns, and COMPLETE Sentences clears up some ambiguity. It also makes the student read what is asked for. Frames! o I / We believe that there will be …. o The solution is … o At first we… o When deciding what number to use I tried… o I started with because…

Places to find Google or OTHER publisher resources Contact me! Maryann Bingham