1. EFFECTIVE QUESTIONING WELCOME EFFECTIVE QUESTIONING: A PROVEN STRATEGY FOR PROMOTING COMPLEX THINKING AND STUDENT ACHIEVEMENT DOE # IS 180852 BRANDMAN EDDU 9006

2. EFFECTIVE QUESTIONING Turn to you “Card” page in your Workbooks. Get to Know You Card House is on fire…

3. EFFECTIVE QUESTIONING How many people do you have in your life, not including family members, who you could call and leave a message saying… “Please meet me at the United Airlines counter tomorrow morning at 9:00 with $1000 in cash.”

4. EFFECTIVE QUESTIONING And, you know with 100% certainty that they would be there!

5. EFFECTIVE QUESTIONING How many people could call you with that request and you would be there with the $1000?

6. EFFECTIVE QUESTIONING

7. Now turn to page #2 in your Portfolios.

8. EFFECTIVE QUESTIONING

9. Let’s do a quick review and provide you some examples.

10. EFFECTIVE QUESTIONING You are to provide two examples of “Closed” questions. 1. How are the number of US Representatives for each state determined?

11. EFFECTIVE QUESTIONING In part “B” of each question for the 10 types of questions, we ask you to identify the level of thinking required to answer the question.

12. EFFECTIVE QUESTIONING You can use Bloom’s Taxonomy, state that and the level…1-6 Or DOK Chart 1-4

13. EFFECTIVE QUESTIONING

15. You are to identify whether you are using Bloom’s or the DOK chart, what level your question is and what the question asks for…recalling, listing, predicting, anaylzing, creating, etc.

16. EFFECTIVE QUESTIONING So for “B” you would write… B. Bloom’s level #1 Remembering: Recall B. DOK Chart Level #1 Recall

17. EFFECTIVE QUESTIONING Part “C” of question #1, we want you to identify the State Standard or GLO that is being addressed in your question. Example…

18. EFFECTIVE QUESTIONING So for “C” you would write… C. This question will be used to address State Standard SS.9PD.4.2 Describe how the American Constitution embodies the principles of rule of law, popular sovereignty, separation of powers, checks and balances, and limited government

19. EFFECTIVE QUESTIONING Or, for “C” you would write… C. This question will be used to address the GLO of “Quality Producer” Although for this particular question, “Quality Producer” is not appropriate.

20. EFFECTIVE QUESTIONING I was working with some Counselors yesterday and since they have no State Standards, they need to use the GLO’s.

21. EFFECTIVE QUESTIONING

22. In part “D” of question #1, we are asking you to identify the Goal/purpose of the question.

23. EFFECTIVE QUESTIONING You will identify one of the 5 following areas for this question. 1.Opening questions 2.Discussion questions 3.Follow-up questions 4.Summarizing questions 5.Generating interest questions

24. EFFECTIVE QUESTIONING So for part “D” of question #1, you could write… D. I am using this as an “opening question” to assess the knowledge level of my students related to this branch of government. I want to know how much base knowledge they have in this area.

25. EFFECTIVE QUESTIONING We want you to identify which of the 5 areas the question is addressing and provide some more detail about how you specifically are going to use the question.

26. EFFECTIVE QUESTIONING

27. We are going to go over those 5 areas right now, so if you’re a bit unclear about what we want, it should make more sense after we cover them.

28. EFFECTIVE QUESTIONING

29. Opening questions… Good questions are a great way to start a lesson. 1. Generate interest in the material you are about to teach.

30. EFFECTIVE QUESTIONING These questions could be part of a demonstration that you do with your students.

31. EFFECTIVE QUESTIONING Examples to use with your students. If you were on the moon and got on a scale, what would it read?

32. EFFECTIVE QUESTIONING The moon has about 1/6 the gravity of the Earth, so you would weigh 1/6 of what you do here.

33. EFFECTIVE QUESTIONING What percentage of your body is water? People who say they have no religious affiliation, make up what percentage of people in the world? What letter in the English alphabet is used most often?

34. EFFECTIVE QUESTIONING What percentage of your body is water? 57-60% People who say they have no religious affiliation, make up what percentage of people in the world? 16% What letter in the English alphabet is used most often? E

35. EFFECTIVE QUESTIONING E….11.1% have a E in it Next letter... A...8.5% 3rd letter...R...7.5% This is all words, not the most commonly used words.

36. EFFECTIVE QUESTIONING 2. Assess what your students know and don’t know about a subject. You could ask a question to the entire class, give a quiz, enter card, etc.

37. EFFECTIVE QUESTIONING For example… I want to do a quick assessment about what you know about your teacher contract. When did your current contract start? When will it expire?

38. EFFECTIVE QUESTIONING By contract, how many hours is your regular work day? How many different subjects can you asked to teach if you work in an intermediate, middle or high school with over 500 students?

39. EFFECTIVE QUESTIONING When did your current contract start? July 1, 2013 When will it expire? June 30, 2017 By contract, how many hours is your regular work day? 7 hours

40. EFFECTIVE QUESTIONING How many different subjects can you asked to teach if you work in an intermediate, middle or high school with over 500 students? 2 subjects

41. EFFECTIVE QUESTIONING Or use an “Enter” card with the question… Which state has the most US Representative and which state has the least?

42. EFFECTIVE QUESTIONING Write down your answer and then share your answers with your table. Again, lots of different ways to do this.

43. EFFECTIVE QUESTIONING Only 1 Representative… Alaska Delaware Montana North Dakota South Dakota Vermont Wyoming

44. EFFECTIVE QUESTIONING California 53 Texas36 New York27 Florida27

45. EFFECTIVE QUESTIONING In Wyoming, the least populated state in the Union, their Representative has 580,000 people they represent. In California, each Representative represents 780,000 people.

46. EFFECTIVE QUESTIONING 3. Opening questions can get students focused. They can walk into your room with many thoughts in their heads. A good question can get them thinking about what you want them to think about.

47. EFFECTIVE QUESTIONING For example… If I started out with... What is the main reason most Portfolios get rejected?

48. EFFECTIVE QUESTIONING That question would probably be of interest to you and catch your attention.

49. EFFECTIVE QUESTIONING Opening questions, like all the questions, can be at any level of thinking. From low to high….

50. EFFECTIVE QUESTIONING

51. Discussion questions… Good discussion begin with good questions.

52. EFFECTIVE QUESTIONING Would you be willing to shorten your life expectancy if you could become extremely attractive? By… 5 years 10 years

53. EFFECTIVE QUESTIONING What if you looked like this…

54. EFFECTIVE QUESTIONING And you could look like this…

55. EFFECTIVE QUESTIONING How many years would you take off your life?

56. EFFECTIVE QUESTIONING This could lead to other questions. How important are looks in life? Does that change as you get older? What other questions…

57. EFFECTIVE QUESTIONING What other things are more important than appearance?

58. EFFECTIVE QUESTIONING Have you seen this one on FB?

59. EFFECTIVE QUESTIONING

60. I’d do it for $5,000. What is your number?

61. EFFECTIVE QUESTIONING

62. Follow-up questions. These are very important questions as they ask the student to clarify or justify their opinions.

63. EFFECTIVE QUESTIONING These are similar to clarifying questions.

64. EFFECTIVE QUESTIONING Can you tell me a little more about…. How can you be so sure about your decision to... Really, tell me more... Why do you think that happened?

65. EFFECTIVE QUESTIONING Who else has that opinion on… So you are basing your beliefs on... And you know this because... Is that something you read? When did you learn about this?

66. EFFECTIVE QUESTIONING How do you know that? Where did you learn that?

67. EFFECTIVE QUESTIONING Sometimes a simply response is best Obama is the worst President ever? Really... He is... Based on...

68. EFFECTIVE QUESTIONING Clinton/Trump is the best candidate for President this next election. Because… Based on...

69. EFFECTIVE QUESTIONING “I won’t ever go to another UH football game again!” Ever… Really... Oh!... Something must have upset you...

70. EFFECTIVE QUESTIONING The most important point is to make your short statement and shut up! People don’t like silence and your goal is to have them fill it, not you.

71. EFFECTIVE QUESTIONING Some teachers have “Follow-up” questions posted in their rooms. Someone makes a statement, you can ask another student, “What follow-up question would you like to ask him/her?”

72. EFFECTIVE QUESTIONING

73. Summarizing questions This is where you make the connection between ideas or actions. The cause and effect See patterns Identify main ideas

74. EFFECTIVE QUESTIONING We have already talked a lot about summarizing questions as one of the 10 types of questions. Great for end of period… Turn to the Card page in your Workbooks.

75. EFFECTIVE QUESTIONING What was the best question you heard in this class over the past three days?

76. EFFECTIVE QUESTIONING What one change will you make in your instruction based upon what you learned in this class?

77. EFFECTIVE QUESTIONING Dave’s questions…

78. EFFECTIVE QUESTIONING

79. Generating interest questions Your goal is to hook them into being excited or interested in the material you are going to teach.

80. EFFECTIVE QUESTIONING Say for example, I’m going to teach a class on political campaigning, I might show the following video to start the lesson. This is the first political campaign ad ever made for TV.

81. EFFECTIVE QUESTIONING You might show them an ad from today and have them compare and contrast them.

82. EFFECTIVE QUESTIONING As a selfish society, asking questions that directly impact someone’s life generate the most interest.

83. EFFECTIVE QUESTIONING

84. You are to answer the question… If you could have been present at any event in the history of mankind, what event would you have attended?

85. EFFECTIVE QUESTIONING

86. Turn to page #12 in your Portfolios.

88. EFFECTIVE QUESTIONING Question…You could use one of the questions that you wrote for Question #1. A. How are the number of US Representatives for each state determined?

89. EFFECTIVE QUESTIONING B. Goal/purpose: I am using this as an “opening question” to assess the knowledge level of my students related to this branch of government. It will tell me if I need to review this information or if I can continue on to higher level questions related to the US House of Representatives.

90. EFFECTIVE QUESTIONING C. Level of thinking: Bloom’s level #1 Remembering: Recall DOK Chart Level #1 Recall

91. EFFECTIVE QUESTIONING As you can see, if you use one of the questions from #1., you already answered the first 3 parts, A, B and C for question #2. We would ask that you put in a little more detail in your answer here.

92. EFFECTIVE QUESTIONING D. Measurement criteria. The PDE3 office is big on knowing how your actions impact student learning and behavior. Which we agreed with.

93. EFFECTIVE QUESTIONING So we want you to come up with two criteria that you can measure the impact your questions had on the students. Those can be either academic or behavioral.

94. EFFECTIVE QUESTIONING Academic… -Test scores -Quiz scores -Homework -Amount of projects/work turned in -Quality of projects/worked turned in

95. EFFECTIVE QUESTIONING -Their ability to use data to defend their opinions -Their use of follow-up questions with their peers in class discussions -Identifying fact from opinion -Identifying the bias of the source of their information

96. EFFECTIVE QUESTIONING Behavior… -Discipline -Attendance -Participation -Peer relationships -Being on time

97. EFFECTIVE QUESTIONING An example…say you used the discussion question, “What does it mean to be a good friend?” as a “Opening” question for a lesson on peer relationships. Two criteria you might use.

98. EFFECTIVE QUESTIONING 1.Discipline… you could chart how often the student is bothering or interrupting other students in the class. 2.You could chart the number of times other students have said they don’t want to partner with....

99. EFFECTIVE QUESTIONING Generating questions -Participation -Level of thinking in the questions the students asked you

100. EFFECTIVE QUESTIONING Summarizing questions -Exit cards that they turned in identifying the main points of your lesson that day. Simply take a picture of a couple of the cards…one picture.

101. EFFECTIVE QUESTIONING

102. E. Evaluation… Did your questioning strategy make a difference or not. Relate it to the student evidence you collected.

103. EFFECTIVE QUESTIONING You are NOT collecting pre and post evidence for this Portfolio. ONLY POST!

104. EFFECTIVE QUESTIONING How it compares to their previous test scores, patterns of turning in homework, participation, etc.

105. EFFECTIVE QUESTIONING This is where we want you to put in some thought and effort. No short answers! As we have said before, the reviewer is not looking at whether they agree with you or not.

106. EFFECTIVE QUESTIONING They are looking for the amount of reflection you put into your answers. Did you think it through and provide a valid conclusion based upon the evidence you collected.

107. EFFECTIVE QUESTIONING

108. F. A single piece of student evidence. 2 questions for each of the 5 areas. A total of 10 pieces of student is required.

109. EFFECTIVE QUESTIONING Turn to page #14 in your Portfolios.

111. EFFECTIVE QUESTIONING You will put behind page #14, the two pieces of student evidence you collect for action #1 and #2 for Opening questions. One piece for action #1 and one piece for action #2.

112. EFFECTIVE QUESTIONING You will also need to fill out a caption for each piece of evidence. 1.What is this document? This is a chart I created to document the discipline issues I’ve had with my class after implementing my effective questioning strategy of….

113. EFFECTIVE QUESTIONING Or 1.What is this document? This is a sample of a project I received on fairness of our system of representation in our Government at the Federal level.

114. EFFECTIVE QUESTIONING 2. Why is this evidence? It is evidence because it addresses State Standard… or the GLO of.... The GLO’s work best with behavior.

115. EFFECTIVE QUESTIONING 2. Why is this evidence? It is evidence because it addresses State Standard… or the GLO of.... The GLO’s work best with behavior.

116. EFFECTIVE QUESTIONING 3. What is this evidence of? Student or students who meet the standard, are approaching the standard, etc. Student or students who meet…etc. The GLO of

117. EFFECTIVE QUESTIONING

118. Joe has posted the Powerpoints used all three days on his website. JoeLoVerde.com

119. EFFECTIVE QUESTIONING If you look over them over and are still unclear about anything, contact Joe. Email:joeloverde@me.comjoeloverde@me.com Phone:30-718-3502

120. EFFECTIVE QUESTIONING Our next session will be Saturday, October 8 th. We will not be meeting here, but in the cafeteria of Jarrett Middle School, starting at 9:00 am.

121. EFFECTIVE QUESTIONING At that session, we will be going over the Portfolio page by page to make sure you’ll have it completed by November 17 th. We will also talk about the Reflection Questions.

122. EFFECTIVE QUESTIONING We will be teaching another class this fall. It will be on the Monday- Wednesday of your fall break week. We will send you an email as soon as we finalize what class we are going to present.

123. EFFECTIVE QUESTIONING We will stay as long as you need today to answer any questions you might have. DO NOT LEAVE HERE TODAY UNCERTAIN ABOUT ANY PART OF THE PORTFOLIO!

124. EFFECTIVE QUESTIONING Mahalo for supporting our classes and your commitment to professional development. See you October 8 th. Be safe and make sure you ask yourself empower questions!