Lead Evaluator Training Evidence Based Observation Lead Evaluator Training March 29, 2012 Part 2, Day 2 – Welcome Back! Welcome back!

“Homeplay” (if you have examples, be prepared to share them) Practice collecting evidence of “teaching to an outcome.” Describe what has changed for you as an observer as a result of this workshop. Examine an observation that you have completed, looking for evidence and bias/opinion. Describe what you notice about the types of evidence you are collecting. Identify the presence or absence of “teaching to an outcome” in your current observation tool. If yes, where is it? If no, could it be included in the current language in another area? What might need to be changed? Count off by 3’s. 1’s answers #1, 2’s answer #2, etc.

Today’s Outcomes: Identify the key attributes of “effective questioning” Collect evidence of “effective questioning” Describe multiple ways for collecting evidence of “effective questioning” Classify evidence of “questions” as: Check for understanding Effective questions Objectives Classroom management/procedural May notice that these have changed. Refining practice—go through continuum of learning about bias/opinion, collecting quotations, #’s, to now talking about various ways to collect evidence. As we “classify inside the rubrics” it is important to work towards congruency—how do we label the questions we have collected?

What does it look like and sound like when a teacher uses effective questioning strategies? Everybody think – tell the person next to you….Jon Saphier and Spencer Kaagan – 60% of instructional time is spent asking questions

Rubric Language (“Proficient”): Pearson: Uses questions periodically to check for understanding. Using questioning practices that keep all students engaged. Uses questioning to promote different types and levels of thinking. Uses wait time appropriate to the goals of questioning and the types of questions asked. Uses a continuum of questions and cueing techniques to lead students to correct responses. Uses follow-up questions to prompt students to explain their thinking and extend their knowledge. Prompts students to interact with and react to one another during class discussion. Uses students’ comments, questions, and ideas to advance learning for the class. NYSUT: Most of teacher’s questions are open in nature and engage students in deeper thinking and further discussion. Teacher responds to students’ questions/comments. Responses challenge student thinking. 2011 Danielson: While the teacher may use some low-level questions, he/she poses questions to promote student thinking and understanding. Teacher creates a genuine discussion among students, providing adequate time for students to respond, and stepping aside when appropriate. Teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard. Critical Attributes: Open ended questions Effective use of wait time

Criteria for Effective Questioning Congruent (relevant) to the learning Invitation for ALL students to think A range of questions are used to extend thinking from a base of knowledge to higher order thinking that is more critical and creative

Continuum of Questioning High Consensus Low Consensus Yes/No - Fact Closed Open Flexible questioning. Teachers need to plan and use a range of questions along a continuum from high consensus to ones that are answerable in different ways Have the participants create questions and classify. 9

WAIT TIME What is it? Why do it?

Video: 5th Grade Math Lesson Goal: “Have them (the students) have a conceptual idea about division of fractions.” -Bonnie Bushaw Bonnie Bushaw—5th grade math—guest teacher, 2004

Sample Evidence Collected: “How can I get 1/3 of a muffin? Oh-I saw someone draw a picture. That’ll work. Take a minute to do what you need to do to figure this out.” “Ok. Who can tell me how many muffins with a third muffin serving? What do we have for a 1/3 muffin serving?” Student stated: “72” Teacher: “Can you prove it?” Student: “Yes because if you get 1/3 of a muffin, that’s 3 out of one muffin. 24 X 3 is 72.”

Sample Evidence Collected: Teacher: “Figure out my 24 muffins and divide them into ¼ muffin servings.” Student: “You just add 24 to 72 and get 96.” Teacher: “She added 24 to 72, the last answer, is that ok?”

Classifying Question Types What kinds of questions are used for check for understanding? What kinds of questions are used for effective questions (that lead to the outcome)? What kinds of questions are used for classroom management/procedural?

Video: Tammy Mendoza, 6th Grade Science “When I heard the city was considering pulling out the sewer line, I thought wouldn’t it be fun to build a model of that and have the kids understand erosion and deposition, but also how it might affect themselves as well as the community.”

Evidence Sample:

Evidence Sample:

Classifying Questions: Are they checking for understanding, effective questions leading to the outcome, or questions that are management/procedural? What are we going to do today? What’s our goal today? (Effective questions leading to the outcome) Why is this important to our community? Why is it important that we are taking time to study our creek? Why have I asked you to make models of this? And why is it important to point out where the erosion and deposition is occurring? White board partner activity—find a pair with a similar piece of evidence.

Classifying Questions: Are they checking for understanding, effective questions leading to the outcome, or questions that are management/procedural? Are you talking to each other? (Management/Procedural) If it were to expand around the corner, what might it effect? What’s around that area? S: Houses Also a what? S: A road S: and domesticated animals (Check for Understanding) White board partner activity—find a pair with a similar piece of evidence.

Evidence Collection with Individual Feedback! Your Mission: Collect 4-5 pieces of evidence (for each area) that you will label and e-mail to Barb and Pat by April 13, 2012. Label the evidence as “Check for Understanding,” “Student Engagement,” “Teach to an Outcome” and/or “Effective Questioning.” Keep in mind that “good evidence” is often quotations or numerical facts having to do with the students or the teacher.

Let’s Review!

Check for Understanding: Evidence is observable (overt) Evidence is of ALL students Evidence is congruent to the objective

Engaged Learners: All students are visibly participating in activities/learning that is relevant to the objective.

Teach to an Outcome: The objective of the lesson is clear to the students (Shift from “What do I want them to do today?” to “What do I want them to learn today?”) All classroom activities are aligned with the objective

Effective Questioning: Congruent (relevant) to the learning Invitation for ALL students to think A range of questions are used to extend thinking from a base of knowledge to higher order thinking that is more critical and creative

Sample: The teacher stated, “During today’s lesson, you will identify coins and their values. You will practice calculating the sums of the coins.”(Teaching to an outcome) The teacher asked, “When would you need to add coins?” (Effective Questioning) The teacher displayed clusters of coins on the interactive white board. All students wrote the sums of the coins on their individual white boards and showed their work to the teacher when she said, “Show!” (Student Engagement/Checking for Understanding)

Video:

“Homeplay”: Email your 4-5 pieces of evidence (labeled) for each area of effective teaching we have focused on to pwalsh2@btboces.org and bphillip@btboces.org by April 13, 2012. Practice collecting evidence using the four areas of instruction we have studied. Identify the 3-5 key areas that your district will use when conducting classroom observations

Thank You! Coming Soon: Part 3 Sessions!