1. SCS New Teacher Training Series Session III January 27, 2015

2. Be Present Please put all technology away as it will not be needed Be Brave Be willing to take risks and try something new Be Engaged Ask questions Engage in meaningful dialogue with your colleagues Engage with the content during each session and have fun Group Norms

3. Stop and think about it and decide… How do you put a giraffe into a refrigerator? THE GIRAFFE TEST

4. Open the refrigerator Put in the giraffe Close the door The correct answer is: *This question tests whether you tend to do simple things in an overly complicated way*

5. Stop and think about it and decide… How do you put an elephant into a refrigerator?

6. Did you say, open the refrigerator, put in the elephant, and close the refrigerator? Correct Answer: Open the refrigerator Take out the giraffe Put in the elephant Close the door (WRONG ANSWER) *This tests your ability to think through the repercussions of your previous actions. *

7. The Lion King is hosting an animal conference. All the animals attend.... except one. Which animal does not attend? Stop and think about it and decide…

8. Correct Answer: The Elephant. The elephant is in the refrigerator. You just put him in there. This tests your memory. Okay, even if you did not answer the first three questions correctly, you still have one more chance to show your true abilities.

9. There is a river you must cross but it is used by crocodiles, and you do not have a boat. How do you manage it? Stop and think about it and decide…

10. Correct Answer: You jump into the river and swim across. Have you not been listening? All the crocodiles are attending the Animal Meeting. This tests whether you learn quickly from your mistakes.

11. Turn and Talk How does this relate to how we must instruct our students? “A good teacher makes you think even when you don’t want to.” (Fisher, 1998, Teaching Thinking)

12. Objectives Participants will learn questioning strategies that will challenge students to probe for higher order understanding. Participants will learn questioning strategies that will challenge students to synthesize complex materials and arrive at a new understanding.

13. TEM 4.0 – Teach 5

14. The Griny Grollers

15. Students can answer low- level questions without thinking. They will enter or exit the classroom with no more understanding of what they've learned than what "The Griney Groller“ taught you! Moral of the Story

16. Strategies Questioning Inference Squares Think Alouds Teach Like a Champion

17. Why Questioning

18. College Readiness Historically, state and national surveys indicate that approximately 80% of the questions K-12 students are exposed to are lower-level questions. In college this trend reverses, and students are asked to deal primarily with high-level critical questions.

19. Why Questioning Professional Performance and Growth Teach 5 : Higher Level Thinking Skills Teacher ensures the lesson develops higher order thinking skills by modeling his or her own thought process for generating and asking questions, so that students begin to generate their own questions.

20. Why Questioning Leads to deeper exploration of the concept. Helps students clarify understanding. Guides the learning process. Directs student thinking. Identifies gaps in student learning. Helps students make connections. Challenges students’ thoughts, opinions, ideas. Promotes “risk taking” in the learning process. Factual learning alone does not develop full potential.

21. Questioning Strategies Bloom’s Levels of Questioning Open-Ended Questions Inference Squares

22. Open vs. Closed Questioning Closed Questioning Almost always requires factual recall. Can be answered finitely by either “yes” or “no. Responses are restrictive. Quick and easy for students to answer. Keeps control of the conversation with the questioner. Open Questioning Almost always requires higher order thinking. Answers are not predictable. Responses require additional information from the inquirer. Requires students to think and reflect. Hands control of the conversation to the respondent.

23. Open vs. Closed Questioning Closed Questioning Do you need more clarification? Is that correct/right/ok? Do you understand? What year was Theodore Roosevelt elected? Who is the protagonist in The Great Gatsby? Open Questioning What is your understanding of the adage “If you tell the truth, you don’t have to remember anything.” Why is this answer correct/not correct? How did the presidency of Theodore Roosevelt differ from his predecessor? Was it more effective?

24. Strategies Questioning Inference Squares Think Alouds Teach Like a Champion

25. Inference Squares What can I infer? What questions do I want to ask? What does the resource tell me for certain?

26. Inference Squares

27. Strategies Questioning Inference Squares Think Alouds Teach Like a Champion

28. What is the Process of Modeling Your Thinking (Think-Aloud) We do You do I do Scaffold & Cue Think Aloud Student explains thinking

29. Think Alouds make the invisible mental processes visible. Highly skilled readers use thought processes before, during, and after reading. Think Alouds slow down the reading process and let students get a good look at how skilled readers construct meaning from a text.

30. Let’s See It in Action https://www.teachingchannel.org/videos/theories-of-character

31. Let’s Practice It Turn to your elbow partner. One person be the teacher. One person be the student. Teacher (I do) - Think Aloud and problem solve 3+(2+5)= Student Explains (we do) - Think Aloud and problem solve 6+(1+7)= Teacher (scaffold and cue) - Follow up with the correct answer with a question.

32. Prompting Student Questioning Introduce and model different questioning strategies. Develop student awareness of different types of questions and the type of thinking required. Promote and “celebrate” student questions. Provide constructive feedback to student questions. Provide clarity when needed. Follow up questions with a higher-level question Think Aloud

33. Strategies Questioning Inference Squares Think Alouds Teach Like a Champion

34. Right is Right –This is the difference between an almost correct answer and an 100% correct answer. The teacher should set a standard for 100% correctness 100% of the time. Stretch It –This is a line of questions that extends the right answer.

35. Recap Why Questioning Effective Questioning Bloom’s Level of Questioning Open vs. Closed Questioning Inference Squares Think Aloud Prompting Student Questioning

36. Exit Ticket What was one aha moment from today’s lesson?

37. QR Session Evaluation