September 5, 2013 WELCOME! DISTRICT TEAM LEADER MEETING

WHAT’S THE LATEST … BRENT MAY Superintendent MIKE LABRIOLA Asst. Superintendent

DISTRICT DATA UPDATE ANN WACKER Data Analyst

DISTRICT GOALS and FOCUS AREAS DAVE PILATI Curriculum Director

WHAT’S THE SAME DEB NICODEMO District/School Improvement

WHAT’S DIFFERENT Extended meeting time 5 Total meetings (Sept, Nov, Jan, Mar, May) Each Agenda: District Update Focus Area: Questioning Strategy Team Presentations on Questioning Strategies

STRATEGY PRESENTATION Recommend partner with fellow Team Leader No more than 10 minutes total Present on any strategy learned at one of the meetings or, research-based questioning strategy already using Need to sign up for the month to present Include how the strategy was used Include questions/question stems used Impact on student engagement Reflection – what will continue/what will you improve on

Thinking Classroom: an environment for high level cognitive learning through questioning QUESTIONING

Why? Direct student thinking in a particular way Control behavior of the class or individuals Encourage students to be actively engaged in learning Encourage reflection on learning Gain Feedback from students about teaching Help students clarify their understandings Model questioning and thinking Help students make connections Motivate student inquiries Identify gaps in student learning Provide opportunities for student learning through discussion Focus attention on a topic Challenge students

Why? Reinforce learned material Assess students Revision of content Evaluation purposes Spark further questions Excite interest or curiosity

QUESTIONING CLASSROOM My questions will be valued I am comfortable to ask a question that challenges a point of view My peers will respond courteously when I ask a question I respect different views I am confident to ask any type of question Feels Like Students taking initiative for asking questions Different types of questions being asked Responding positively to each other’s questions A range of responses being given to a question Seeking clarification or more detail Questions being sustained Sounds Like Listening attentively to questions Engaging with each other’s responses Teachers and students asking questions Considerations given to responses Think time being used An idea centered discussion rather than a teacher or student centered one Looks Like

DEPTH OF KNOWLEDGE

ACTIVITY #1 MATERIALS NEEDED: Passage #1 ACTIVITY: Answer the following questions: 1. What is a corandic? 2. Where does it grank from? 3. How do garkers excarp tarances? 4. What is coranda?

ACTIVITY #2 MATERIALS NEEDED: Passage #2 DOK Question Stems ACTIVITY: Read Passage #2 Using the DOK Question Stems, create one question from each level. Share at table Share with large group

DOK Questions for Passage #2 1. Why was Goldilocks afraid of the bears? (Understanding) 2. How would you retell the story from the point of view of Baby Bear? (Applying) 3. Compare Goldilocks’ experience with that of Little Red Riding Hood’s. What was the same? What was different? (Analysing) 4. Pretend that Goldilocks was on trial for “breaking and entering.” Would you find her guilty? Justify your decision. (Evaluation) 5. What if Goldilocks had brought a friend to the home of the Three Bears. How would you rewrite the story? (Creating)

Next Steps:

NEXT STEPS Select a partner. Sign up early for a month to present! No more than 4 “duos” per mtg Would like representation from each level at each mtg

Next Meeting WEDNESDAY 4:15pm November 20 th At Frazer Elementary