1. February 12, 2013

4.  How does our own wellness impact our instructional choices?

5. Meet your own wellness needs

6.  How can you apply the learning you did before the break to the outcome you chose to focus on today?

8.  Ask as many questions as you can.  Do not stop to discuss, judge or answer the questions.  Write down every question exactly as it is stated.  Change any statement into a question. What might be difficult about following these rules?

9.  Divide into two groups  Identify a scribe, who will record your groups’ questions.  Be sure the scribe has a chance to offer questions as well.  Write the Q Focus at the top of your sheet.  Follow the rules.  Number your questions.

10. Good information doesn’t always mean good decisions.

11. Closed-ended questions – Questions that can be answered with a “yes”, “no”, or one word. Open-ended questions – Questions that require an explanation and cannot be answered with a “yes”, “no”, or one word.

12.  Mark your closed- ended questions with a “C” and your open-ended questions with an “O.”

13.  What are the advantages and disadvantages of each type of question?

14.  See if you can change open questions to closed and closed to open.

15.  As a group, identify your three most important questions, based on the Q Focus and the purpose of the day.

16.  Share some examples of questions you changed, your three most important questions and your rationale for choosing those questions.

17.  How did this process activate your thinking?  How could these questions be used today?  What did you learn from doing this?  How could this be used with students? What is the value of formulating your own questions?

18.  This activity is intended to be completely silent  You will work in pairs  You can add your thinking regarding the word AND regarding the thinking of others about the word – you are connecting ideas, elaborating on your own or others’ ideas, commenting, asking for more  Feel free to use words, phrases, images or questions to document your thinking  We will rotate every 3 minutes and then debrief

20.  How did our thinking develop?

21.  How does gender impact the way we approach sensitive concepts?  How does the current reality for some of our students impact the way we approach sensitive concepts?

22.  How can you apply the learning you did before the break to the outcome you chose to focus on today?

25.  Review of old examples  Power of observation and documentation  Purpose of assessment

27. Parking Lot

28.  How did we fulfill the physical quadrant?  How did we fulfill the mental quadrant?  How did we fulfill the emotional quadrant?  How did we fulfill the spiritual quadrant?  How can you facilitate this for students?