1. Facilitator notes
This session is designed for approximately 75 minutes. Each slide includes an approximate amount of time for the discussion/activity.
Materials needed for each participant:
Interactive handout
Criterion 3d critical attributes handout
Chart paper, highlighters
Paper end-of-session survey
Each slide notes materials needed for that discussion/activity
There are talking points and directions included in the notes section of each slide. CAPITALIZED TEXT ARE NOTES FOR YOU TO CONSIDER, and regular case are script for you to say.

2. Using Questioning and Discussion Techniques
DPAS-II Criteria 3d
Time: <1 minute
Good morning/afternoon and thank you for being here. Welcome to our session on the DPAS-II framework Criterion 3d: Using Questioning and Discussion Techniques

3. Agenda Welcome, Objectives and Agenda
Unpacking DPAS-II for Teachers: Criterion 3d
Sharing Strategies
Self-reflection and Exit Ticket
Time: <1 minute
We have a full agenda today. Please take a moment to read the agenda.
GIVE PARTICIPANTS A MINUTE TO READ INDEPENDENTLY

4. Objective
Teachers will develop a deeper understanding of Criterion 3d: Using Questioning and Discussion Techniques
Teachers will build their understanding of the elements of Criterion 3d
Time: 3 minutes
Materials: Interactive Handout
Our goal is to help you get to know the DPAS-II rubric and continuously improve your teaching. By improving your practice, you can continue to contribute to students enhancing their learning and growth. Plus, knowing the rubric will help you be successful on your observations as well, potentially leading to increases in your DPAS ratings. Our overall goal is to create a shared understanding of what constitutes evidence aligned to the DPAS-II framework. We aim to ensure that all of us have a shared understanding of what excellent teaching looks like and sounds like according to the DPAS-II rubric.
Today we are going to focus on questioning and discussion and how it appears in the DPAS-II framework.

5. Agenda Welcome, Objectives and Agenda
Unpacking DPAS-II for Teachers: Criterion 3d
Sharing Strategies
Self-reflection and Exit Ticket
Time: <1 minute
Let’s dive in.

6. What does great student discussion look and sound like in a highly effective classroom?
Time: 8  minutes
Materials: chart paper (or white board); interactive handout
FACILTATOR NOTE – THIS SLIDE AND ACTIVITY ARE MEANT TO SET THE STAGE FOR DEEPER DISCUSSION. THE IDEA HERE IS NOT FOR PARTICIPANTS TO DIG DEEPLY INTO THE RUBRIC, BUT INSTEAD TO BRAINSTORM WHAT THEY HEAR AND SEE IN CLASSROOMS. THIS ACTVITY REINFORCES THAT THE VALUE OF THE DPAS-II FRAMEWORK IS THAT IT PROVIDES A SHARED UNDERSTANDING AND COMMON LANGUAGE FOR HOW WE TALK ABOUT TEACHING AND LEARNING.
Let’s start by discussing what great instruction looks, sounds, and feels like. We have done this in past sessions and will continue to do so in future sessions about the DPAS framework.
Our core question today is: What does great student discussion look and sound like in a highly effective classroom?
Turn and talk with a partner and share out your thinking. Please capture your ideas on the interactive handout. (5 minutes)
WALK AROUND THE ROOM. NOTE POSITIVE EXAMPLES. ASK THOSE PEOPLE TO BE READY TO SHARE OUT WHEN YOU RETURN TO THE WHOLE GROUP. LOOK FOR ACTUAL EXAMPLES OF WHAT TEACHERS DO AND SAY, AND WHAT STUDENTS DO AND SAY. HIGLHIGHT THE EXAMPLES THAT THEY’VE GIVEN AND HOW THEY MATCH ONE OR MORE OF THE CRITERIA OF CRITERION 3D (LISTED BELOW). ENCOURAGE PARTICIPANTS TO GET VERY SPECIFIC – WHAT EXACTLY MIGHT BE HAPPENING IN A CLASSROOM?
QUESTIONS ARE OF HIGH COGNITIVE CHALLENGE
QUESTIONS BUILD ON EACH OTHER – IF THERE ARE LOW LEVEL QUESTIONS, THERE IS A PURPOSE FOR THOSE QUESTIONS TO BUILD TO HIGHER-ORDER QUESTIONS
BOTH STUDENTS AND TEACHER ARE ASKING QUESTIONS
QUESTIONS HAVE MULTIPLE CORRECT ANSWERS OR MULTIPLE APPROACHES EVEN IF THERE IS ONLY A SINGLE CORRECT RESPONSE
ALL VOICES ARE HEARD IN THE DISCUSSION – ALL STUDENTS ARE PARTICIPATING AND CONTRIBUTING (THIS COULD BE IN SMALL GROUP OR IN LARGE GROUP)
THERE IS A GIVE AND TAKE WITH THE TEACHER AND THE STUDENTS
DISCUSSION IS NOT JUST TEACHER – STUDENT – TEACHER; STUDENTS ARE DISCUSSING WITH EACH OTHER AS WELL
STUDENTS ARE USING PRECISE LANGUAGE; THE TEACHER IS HELPING STUDENTS TO BE PRECISE IN THEIR RESPONSES AND CONTRIBUTIONS
I’d love to share out and hear collective thinking in the room. What did you write on your form? (4-5 minutes) RECORD THE BEST/RIGHT RESPONSES FROM THE GROUP ON THE BOARD OR A POSTER. LEAVE UP FOR THE DURATION OF THE TRAINING.

7. DPAS-II for Teachers Component 1: Planning and Preparation
Component 2: The Classroom Environment
Component 3: Instruction
Component 4: Professional Responsibilities
Time: 1 minute
Materials: N/A
The DPAS-II framework provides a common language we all can use to describe great teaching and in the impact it has on student learning. The framework helps us to take what we see in a classroom (what teachers and students say and do) and align it to common expectations.
As you know, in the DPAS-II framework, a teacher’s practice includes these four categories:
Component1: Planning and Preparation
Component 2: The Classroom Environment
Component 3: Instruction
Component 4: Professional Responsibilities
The four components are divided into 18 criterion, each of which has a rubric that identifies core elements and the range of performance from “Ineffective” to “Highly Effective.”
We’ve focused on various criteria in past sessions; today we are focused on criterion 3d: questioning and discussion techniques.
A key feature of the DPAS-II framework is that the framework only articulates specific strategies in one instance: criterion 3d. This is in recognition of the fact that questioning and discussion are crucial to successful teaching in highly effective classrooms. Questioning and discussion play central role in student learning, and so the framework calls out these strategies specifically.

8. 3a. Using Questioning and Discussion Techniques
Independently read Criterion 3d rubric language, elements, and indicators
Highlight statements that align to our brainstormed examples
Check in with a partner
Time: 5 minutes
Materials: Criterion 3d critical attributes doc, highlighters
Now let’s return to the examples we listed on the poster board. Independently read Criterion 3d , the elements, and the indicators and highlight statements that align to our brainstormed examples (2 minutes)
Turn and talk to a partner: what did you highlight? Why? (2 minutes)
CIRCULATE DURING THE TURN AND TALK, LOOKING FOR EXAMPLES ALIGNED TO LIST ON SLIDE 6 NOTES

9. Remember brain sweats.
Time: 2 minutes
Note: slide has animation
Materials: N/a
Remember this image (from a past training)? 3a is engaging students in learning. That Criterion is not about behavioral compliance, but the extent to which students are doing the thinking and learning in the classroom.
The extent to which students engage in responding to questions and in discussing content helps to provide evidence for Criterion 3a. Students that are engaged in high quality questions and discussions are cognitively engaged in the lesson. If students are simply responding to rote recitation questions they may be behaviorally engaged, but it is unlikely that they are cognitively engaged.
3a is about cognitive engagement, not behavioral compliance; 3d is closely related to 3a

10. Characteristics of Great Questions
Teachers
Students
Pose divergent and convergent questions
Pose questions for which they do not know the answer
Pose questions that are non-formulaic
Formulate hypotheses
Make connections
Challenge previously held views
Time: 5 mins
Materials: N/a
There are a few characteristics of great questions that we should keep in mind. On the part of the teacher:
Teacher is posing both divergent and convergent questions
The teacher is posing questions for which they might not know the answer, or for which there are multiple answers OR multiple ways of arriving at the “right” answer
Poses questions that are non-formulaic
Students are able to respond to questions that support them to
Formulate hypotheses about the content
Make connections between the content and past learning, other content, or each others’ responses
Challenge their previously held views about the content
In discussion, teachers are able to respond to student questions, and to build student responses into the discussion. It’s not simply a pattern of teacher asks a question, student answers, teacher asks another question, student answers. Instead, it’s an authentic discussion between teachers and students.
This does not just happen magically – excellence in this Criterion requires careful planning of questions by the teacher. Great teachers have formulated good questions before the lesson begins.

11. 3a. Using Questioning and Discussion Techniques
Independently read the critical attributes at each level of the rubric
Highlight statements that resonate in your own practice engaging in discussion with students, and record your Ah-has! On the interactive handout
Time: 6 minutes
Materials: Critical Attributes Handout, highlighters
Independently read the critical attributes document for 3d and highlight statements that resonate in your own practice as you engage students in questioning and discussion(6 minutes)
AFTER THEY ARE DONE WORKING
Remember, the critical attributes document is a key resource for your review in understanding and internalizing the content of the DPAS-II rubric.

12. A note about high-level questions
Not all questions must be at a high cognitive level. A teacher might begin with lower level questions to review content, or to ensure that all students are able to engage in the higher-level questions.
Time: 2 min
Materials: n/a
One important point – often educators believe that to be effective in this criterion, all questions must be at a high cognitive level. That is simply not true. Great educators know that there is a value and purpose in low level questions at times. A teacher might use low level questions, like rote or recitation questions, as review of old content. A teacher might also use lower level questions to ensure that everyone in the class is “on board” and prepared to engage. This in and of itself is not a bad thing. The important thing is that these low level questions build to higher-level questions and discussion. Sometimes this higher level discussion happens in in smaller group discussion, or in large group.
Also, just because a teacher asks higher level questions doesn’t mean that it is effective practice. Note that at the effective level, there is full participation by MOST students. If a teacher is asking higher level questions, but only a handful of students are responding, that does not constitute effective practice. The teacher needs to ensure a balance of questions to ensure that all students can engage in the discussion

13. Do these meet the criteria of 3d?
Teacher’s questions consist only of math facts like “what is 2x2?” and “what is 4x8?”
The teacher invites one student to comment on another student’s response.
When the teacher asks a questions, the same three or four students raise their hand to speak each time.
Students write down their individual response to a question, and then engage in a whole-class discussion led by the teacher.
A student responds with the wrong answer, and is not corrected by the teacher.
Time: 8 minutes
Materials: Interactive handout
Time: 5 minutes
Materials: n/a
Remember, we’ve established that 3d requires students to be engaged in the questioning and discussion of content, not just the teacher. Do these examples of evidence meet the criteria of criterion 3a?
GO THROUGH EACH AND ASK FOR VOLUNTEERS TO DETERMINE YES OR NO, WITH RATIONALE. SLIDE HAS ANIMATION TO SHOW AN X OR CHECK, SO EACH TIME YOU CLICK, THE CHECK OR X WILL APPEAR
ANSWERS:
NO – THIS IS INEFFECTIVE BECAUSE THE QUESTIONS ARE NOT HIGH-LEVEL. INSTEAD THEY ARE RECITATION QUESTIONS THAT AREN’T ENGAGING STUDENTS. WE KNOW THAT SOMETIMES THESE QUESTIONS ARE NECESSARY, BUT THEY SHOULD BE USED AS REVIEW VS. THE TOTALITY OF DISCUSSION
YES – THIS IS EFFECTIVE BECAUSE IT IS THE BEGINNING OF AUTHENTIC DISCUSSION BETWEEN STUDENTS; THE TEACHER IS FACILITATING THAT IDSCUSSION
NO – BECAUSE THE SAME SMALL NUMBER OF STUDENTS RESPOND, THIS IS NOT THE WHOLE CLASS ENGAGING
YES – THIS STRATEGY SUPPORTS STUDENTS TO MEANINGFULLY ENGAGE IN DISCUSSION BECAUSE THEY HAVE HAD A CHANCE TO CONSIDER THEIR RESPONSE FIRST
NO – QUESTIONING AND DISCUSSION IS NOT JUST ABOUT STUDENTS PARTICIPATING; TEACHERS ALSO HAVE TO ENSURE THAT STUDENTS ARE HELD TO HIGH EXPECTATIONS AND THAT THEIR MISCONCEPTIONS ARE CORRECTED – AND THAT STUDENTS ARE PRECISE IN THEIR RESPONSES TO THE QUESTION. IT IS OK FOR STUDENTS TO RESPOND INCORRECTLY, WHAT’S IMPORTANT IS HOW THE TEACHER CORRECTS THE STUDENT.

14. Agenda Welcome, Objectives and Agenda
Unpacking DPAS-II for Teachers: Criterion 3d
Sharing Strategies
Self-reflection and Exit Ticket
Time: <1 minute
Now let’s discuss specific strategies we use in our classrooms to ensure high quality questioning and discussion.

15. Sharing Strategies Elements of Criterion 3d Quality of questions
Discussion techniques
Student participation
Time: 15 minutes
Materials: interactive handout, poster paper, markers
On your handout, note one strategy that you use to support high quality questions and student discussions. Think big about all of the little things you do in your room, and identify something that you could share with your colleagues. Take 5 minutes max to note something.
PROVIDE WORK TIME – WHILE PEOPLE ARE WRITING CIRCULATE TO FIND GOOD EXAMPLES TO HIGHLIGHT
Now identify to which element of Criterion 3d it most aligns. The elements are on the slide, and are also on your handout.
PROVIDE A FEW MINUTES FOR PEOPLE TO PICK. IF THEY SAY IT DOESN’T ALIGN PERFECTLY, OR ALIGNS TO MORE THAN ONE, ASK THEM TO JUST PICK ONE THAT IS THE CLOSEST.
Now we are going to share strategies with each other. We are going to split into three groups based on the element to which your strategy is closely aligned. When you get to your group, share your strategy with your colleagues. As each person shares, one person please record the strategy on a poster paper. Then, choose someone to share with the larger group.
CALL OUT EACH ELEMENT AND ASK PEOPLE TO MOVE TO A PART OF THE ROOM TO GET TO WORK. PROVIDE 8-10 MINUTES OF WORK TIME, CIRCULATING WHILE PEOPLE WORK. IF THERE ARE ONE OR MORE ELEMENTS THAT NO ONE SELECTED, COME BACK TO THEM AT THE END
Now that groups are finished, I’d like one volunteer from each group to share their group’s discussion. While you listen to your colleague’s ideas, feel free to note ideas to borrow on your interactive handout.
ASK THE REPRESENTATIVE TO SHARE, AND THEN ASK THE LARGER GROUP IF THERE ARE ANY QUESTIONS ABOUT THE STRATEGY. PUSH EACH REPRESENTATIVE TO ARTICULATE HOW THE STRATEGY ALIGNS TO THE ELEMENT. THEN MOVE TO THE NEXT GROUP.
AT THE END, RETURN TO ANY ELEMENTS THAT DIDN’T HAVE ANY PEOPLE ALIGN STRATEGIES (IF ANY)
We still have X element that no one selected. Can anyone share another strategy they’ve used, or something they’d like to try, that aligns to that element?
ENCOURAGE DISCUSSION AND BRAINSTORMING

16. Agenda Welcome, Objectives and Agenda
Unpacking DPAS-II for Teachers: Criterion 3d
Sharing Strategies
Self-reflection and Exit Ticket
Time: <1 minute
Before we adjourn, let’s take a moment to reflect

17. Independent Reflection and Next Steps
How do I use questioning and discussion to engage my students in the lesson content?
How can I improve the way I use questioning and discussion techniques given the language of the rubric? What impact would these improvements have on student outcomes?
What support do I have available? What additional support will I need?
Time: 5 minutes
Materials: interactive handout
We have gone through a lot today, and we want to make sure that all of this work serves the larger purpose: building our instructional knowledge and skills to develop professionally as individuals and a team. Recognizing that we may all be in different places in growing our practice, we are going to take pause and take the opportunity to step-back reflect on your individual practice for 5 minutes. You can record your thinking on the interactive handout. Please also write down your next steps given your reflections.
YOU CAN ASK TEACHERS TO SHARE THEIR THINKING. YOU CAN BE SELECTIVE ABOUT WHO YOU CALL ON TO ENSURE THAT TEACHERS LIKELY TO HAVE STRONG EXAMPLES ARE THE TEACHERS WHO ARE SHARING

18. Time: 5 minutes
Materials: end of session survey
Please complete the exit ticket to share your experiences about this training. We will use this feedback to inform future sessions, so please be honest and thorough.

19. Questions
Optional time for questions if people have any