Effective Questioning

This past week I had the privilege of observing many classrooms ranging from a grade 7 Social Studies class to a grade 11 History class.  It was exciting to see our new teachers in action.   In the role of Coordinator of Instruction I am expected to provide effective feedback to teachers in order to support the improvement of classroom instruction and student learning.  As I reflect on my visits from this week I find myself thinking that one of the most efficient and effective ways to improve student engagement in the learning is to look at questioning techniques.

Firstly, teachers could consider the amount of "think time" that they are allowing for students to respond to questions.  Students need time to process the question and prepare to formulate some form of response.  If teachers expect a response too quickly, many students lose out on the opportunity to even begin to process the question.  In most classrooms I would notice that the teachers themselves would end up answering the question.  This practice gives students the message that they really do not need to do any of the thinking because the teacher will provide the response even before they have had an opportunity to begin formulating a response.  I invite teachers to rethink that "quiet time" or "think time" after a question has been presented.  Effective questioning invites a bit of silence time in order to support the opportunity for thinking and reflection.   

Secondly, I invite teachers to consider the way in which they are asking questions.  Are they always yes and no type questions?  Are they always questions that require a very basic response?  Are they questions which require students to justify the "yes" or "no"?  Are we asking students to explain "why" or "why not"?   Are we asking students to think about a situation and formulate a response?  Often I would hear the "Does anyone have any questions?" and more often than not all that was heard in the room was crickets.....  Could we rephrase this question to "Can you tell me one thing that you have learned during this lesson?"

Thirdly, I observed a very common approach to whole group (class) questioning.  In most classrooms teachers would pose a question to the whole group, hoping that "someone out there" would offer some form of an answer.  I would like to suggest that teachers could be more deliberate with their questioning techniques by calling on students, specifically using their names, so that they can all be engaged and "on the hook" for learning.  When we do not call on students to participate and leave the answers to chance, then we are providing the opportunities for students to opt out of the learning process.  Be sure to invite all students to respond throughout the time of the lesson.  When students understand that as a classroom community there is an expectation for active participation in the learning then teachers are actively developing a community of learners that are more responsible for their own learning. 

Lastly, all answers are purposeful - correct or incorrect.  Incorrect answers provide teachers with critical information needed to inform their next steps for instruction.  They also provide students with information about where they are at in the learning process.  It promotes self assessment of what they know and what  needs to be worked on. 

Please consider these few points as you plan for your future learning activities.  When we are conscious of concrete and effective teaching strategies we hold the best tools to help improve teaching and learning for our students.

Assessment Reflection Question Responses...

Follow up to the blog post dated Tuesday September 13th, 2011:

A Framework for Thinking about Assessment... Reflection Questions


Check out LiveBinder #2 to see the responses and discussion that took place around the topic of classroom assessment.


Click on the thumbnail, then browse through the tabs. 
Enjoy!

Recommended Resources for Teachers by Teachers

Check out the blog post via Techhub.com

A to Z Tips for New Teachers

Thanks to April Waters

Enjoy!

A Framework for Thinking about Assessment... Reflection Questions

What do you think?

1.     The most effective method for assessing my students is to use a large end of unit test.

2.     I don’t have time to use formative assessments.  They are not important.  The only learning evidence that I need to gather is at the end of a unit of study.  This is the best time to find out what my students know and can do.

3.     When I plan lessons, I should start with the end in mind. 

4.     I do not need to worry about involving my students in co-constructing the criteria for success.  That is the work of the teacher.

5.     Students learn best after a test has been graded.  They can then see the mistakes they have made, make corrections so they will not make the same mistakes again.

6.     If I allow students to self-assess it will appear as though I am  not doing my job.  I should see every piece of work at every stage of its development.

7.     If a student does not hand in assigned work, I will give them a grade of zero…every time.

8.     I must include all formative and summative assessment results in my reporting of student achievement.

9.     If the parents of my students are well informed about learning outcomes and how their child is progressing, there is less of a chance of “surprises” and angry phone calls from parents.

What do pre-assessment, differentiation & meeting the needs of students have to do with swimming? A personal reflection…

As educators we all know, or have been told by the experts, that we need to pre assess our students in order to plan for relevant and meaningful instructional learning activities. 

I would like to share a personal story that has truly deepened my understanding and respect for the value and need of the pre assessment process. 

My 10-year-old daughter, at the time, had a natural love of the water.  She loved and still loves to swim and could be in the water all day long if she was given the opportunity.  Unfortunately her excitement and love of swimming was crushed when she participated in an aquatics program that put her through a final high stakes testing process. 

The program was a two-week session.  On the last day of classes students are tested on all of the skills that are required in order to pass the level and receive the badge, which is their ticket to move on.  Students are placed in appropriate levels according to their age.

We were registered and ready to attend the first class.  My daughter was so excited to be back in the water and everything was going well.  She appeared to be one of the strongest swimmers in her class.  She was almost a “natural” when it came to doing any of the activities.  She could hold her face in the water, blow the bubbles, swim the length of the pool, was fine in the deep end, had an amazing backstroke, but was having a bit of trouble with maintaining her front crawl.  As a result of minor issues with the front crawl, when it came time for the last day of testing, she was told that she “failed” and would need to repeat the level. As concerned parents we signed her up for the next available session, only this time we put her in a more intense program, which was 1.5 hours per day for 5 days.  She was very happy, excited and really wanted to work hard in order to be successful the second time around.  The week progressed without a hitch. Feedback from the instructor was always positive so we believed that all things would work out at the end of this session… 

The last day came, my daughter was all geared up for the testing…and low and behold the result…she failed!  My daughter could not believe the outcome of this session.  She was so discouraged and unhappy she told us that she would never swim again!  Coming from a young girl that LOVED to swim this was very concerning.  We spoke to the instructor about what was wrong, what was missing and it was the same issue from the first time around…it was her front crawl. 

My daughter seemed to be stuck in a level and couldn’t get out.  The interesting thing is that by retaking the level the same program was being delivered.  Nothing was being done to address her swimming needs.  She still could hold her face in the water, swim the length of the pool, was great in the deep end, and maintained her amazing backstroke.  So, what was wrong, what was missing? 

A considerable amount of time was spent on things that she could already do very well and little emphasis was placed on the areas where my daughter needed support.  If the instructional process and learning outcomes did not change then how could she get better? As a result of not differentiated and adapting the instruction she was unable to achieve success.  Not only did she fail the level a second time even more sadly she was discouraged and deflated enough that she refused to try again. 

Her words, “what’s the point mom, they are not going to help me with what I need to do to get better, so I quit” No parent wants to hear a child with such excitement and passion decide to quit something just because the program or system can not make it work. 

What do you do next?  With a considerable amount of persuasion, she agreed to try out a different aquatics program. We were introduced to:

 “…a dynamic aquatic program in which participants learn how to swim better, faster. It promotes participation, fun and success in the water. It is the only program that lets children learn at their own rate, with rewards at every step of the way. Children are grouped according to their skill level…”

Wow, children can learn at their own rate…there is no such thing as failing....what a refreshing idea…

On the first day of classes, all of the instructors are out on deck so that all of the children can be assessed to find out what the students already know.   The instructors collaborate and make recommendations for each student based on their initial observations.  On the second visit students come back to find their assigned instructor and group.  Students are arranged into groups based on their abilities…not their age.  For the next two weeks each student actively works on his or her own areas of focus.  The program is established on a continuum of swimming skills.  Each child receives a poster chart with 45 or so numbers on it representing all of the skills that one needs to accomplish in order to be considered an accomplished swimmer.  Once a skill has been observed consistently the student receives a sticker to place over then number as a sign of having accomplished that skill.  There is an interim progress report providing descriptive feedback on the areas that they are doing well and areas that require some focus.  Children can “earn” stickers at the interim progress report as well as at the end.  It is an ongoing assessment process that the children anxiously anticipate.  They love to know what “stickers” they have earned as well as what needs to be done to improve.  At NO time is a student told that they failed and need to reapeat….all students are provided with the opportunity to grow and improve from their own place of learning. 

This is a very focused instructional program and the focus is on student needs.  The instruction is very deliberate and purposeful in order to move students forward on their continuum of learning.  It is a student centered learning environment.

This experience forced me to reflect on my own processes for the instructional decisions I was making for my students.  It made so much sense….it was an aha moment…if I am not aware of where my students are at, if I don’t know what they are coming with, then how can I plan the most effective and purposeful learning activities?  It was so simple… I need to pre-assess all of my students so that I can plan and provide the most meaningful instruction.  If I want to meet the needs of my students then I must know my students’ areas of strength and focus.  My daughter was wasting time blowing bubbles under water and doing the back stroke and was not focusing on the areas where the work needed to be done….no wonder she couldn’t achieve success. 

I invite you to consider my personal story the next time you are in a conversation about the value and purpose for pre assessments, differentiation and meeting the learning needs of all students. 

Thoughts, comments, feedback are always welcomed.   Thankyou

Some simple advice for teachers…Keeping it Real

Author Rick Smith of Conscious Classroom Management states that:

 “Being a new teacher is like trying to fly an airplane …while building it!” 

This may be first time that you will be starting the school year on day one and ending on day 200.  Most of you are not coming in to take over or fill in for someone, but rather you are starting things off right from the start.  You are not moving into a classroom community that has been established with norms, routines and procedures.   This is your classroom, your space, your students, and your responsibility.  It is now up to you to “set the stage” with your students.  I would like to offer some words of advice:

1.  Know that the job description of a teacher is infinite. 

If you go to bed at night feeling as though your job is never done, you are on the right track!

On day two of the new teacher orientation, a brainstorming session generated a list of words in response to the following question:

What do we believe to be the characteristics of an effective/ good teacher?

Your list of responses included:

Energetic, Fun, Engaging, Organized, Prepared, Passionate, Knowledgeable, Caring, Adaptable, Creative, Able to go with the flow, Integrity, Strong sense of self, Confident, Calm, Fair, Wise, Supportive, Empathetic, Sensitive, Able to collaborate, etc… 

Wow!  This is quite the "grocery list" of qualities and attributes that we expect from our educators...each other.  This list alone shows the high expectations we hold for ourselves and our colleagues.  At one point or another in our work we need to be all of these things and more.  We are responsible for the future of our young people.  We have very important work to do...  But please also remember to keep it real.

How about….

Sometimes makes mistakes

Sometimes has bad days

Sometimes feels helpless

Sometimes feels overwhelmed

Sometimes feels stresses

Sometimes feels unappreciated

From my experience, the above list can be true for any teacher whether they are new to the classroom or have been in the classroom for several years.  We may experience times where things are not working as planned, but that is ok.  

2.  Ask for help when you are in need. 

Do the best you can and remember to ask for help (or if you are uncomfortable with asking for help use any one of these synonyms which will get you the same response:  Advice, Collegiality, Collaboration, Professional Development).  Unrealistic expectations of yourself can give you undue stress.  Be realistic, be prepared and always work in the best interest of students. 

3.  Grow your PLN. 

Follow a twitter feed, tweet your questions, read and comment on educational blogs, become part of the blogosphere, write your own blog, use the on-line learning resources that are available to you 24/7 for support with all things teaching and learning. 

4.  Take care of yourself. 

As teachers we should be focused on the success of our students, but don’t forget to take care of yourself.   We can’t give what we don’t have so remember to slap on your oxygen mask and breathe. (Source:  Rick Smith, Conscious Classroom Management).  Teachers who take care of themselves will ultimately deliver the best teaching for their students.

5.  Have fun and assume the best.:  RT @tanpsheb People are healthier when they are happier:)

Enjoy your work.  Make it a priority to design creative, innovative and engaging learning activities for your students.  If you are not having any fun, neither are they.  Start every day or class as a new opportunity to accomplish great things with your students.  Always assume the best of your students because that’s what you have to work with.  They are with you to learn, and if you put all the pieces in place they will learn.  Respect and value their needs as learners and you will facilitate success for all of your students. 

What's really important in the first few days of school?

The opening of school is quickly approaching and our new teachers are likely thinking about what to do in the first few days of school.  The classroom is such a busy and dynamic place that it can be very overwhelming to think about what to do first.  

The first few days is the time and place to “set the stage” for the rest of the school year.  Whether setting up for an early years, middle years or senior years class, we must be thinking about the very important things that need to be accomplished at the start of the school year.

As all educators know, a significant amount of planning and preparation needs to take place before that first day of school.  Teachers need to be prepared and organized in order to be ready to work with the students that arrive on their doorstep on that first day.  Teachers will know their learning outcomes, will have prepared enough lesson plans to get things rolling and of course will have already set up the physical space in their classroom.   So what’s next…

Once those children arrive at school, in your classroom, what will be your focus?  What is really important in the first few days of school once those children are sitting in front of you? 

I invite you to consider the importance of building relationships with your students in the first few days of school.  Spend some valuable time getting to know the students you will be teaching.

During our two-day orientation session we explored various methods for getting to know your students:

§  Have them create a Character Bag  (see Dianne’s previous post for instructions)

§  Have them create a Number Bag (see Dianne’s previous post for instructions)

§  Use various classroom icebreaker activities

§  Have them create a personal word cloud using Wordle

§  Complete a Genetic Intensity Needs Survey (source:  Diane Gossen)

§  Complete a Multiple Intelligences Survey to identify their preferred learning style

§  Complete reading, writing, numeracy pre assessments

§  Complete interest inventories

§  Have the class do the left-brain, right- brain activity

The collection of this type of information will allow you to get to know your students on different levels.  It will provide you with critical information required for planning meaningful learning activities that will in turn meet the individual needs of your students.  You will be able to become familiar with their various learning styles, intelligences, and interests.   Gathering such a diverse array of information early in the school year will allow you to design effective learning opportunities for all of your students, all year long.  

Building relationships may mean the difference between success and failure for students.   So remember, in the first few days of school be mindful of creating relationships by getting to know your students.  

Please comment and share your thoughts...what do you think?

 

Getting to Know Your Students

Getting to know your students on a personal level is the first step in establishing a positive relationship with them. The 'Character (All About Me)' and the 'Numbers About Me' bags were shared on Day 2 as possible ways to begin to accomplish this goal.

Character (All About Me) Bag

Introduce yourself using a Character Bag. Put in a few items ( limit to 5 or 6) that represent you as a person (a favourite book, a picture of your family and/or pets, favourite food, favourite sport, etc.). Explain the significance of each item as you take them out of the bag.
Give each student a bag to take home and fill with items that represent them. Provide time for several students to share their bag contents each day.

Numbers About Me Bag

Write numbers that are meaningful to you (house number, number of pets/children, month of birth, day of birth, favourite number, etc.) on slips of paper and put them in a paper bag. Explain the significance of each number as you draw them out of the bag.
Have students make a Numbers About Me bag to share with the class.

Note: In both cases it is a good idea to write a note to parents explaining the purpose of the task along with the directions.

New Teachers: The Joys & Challenges of 21st Century Learning | Powerful Learning Practice

It has never been a better time to be a teacher! We are privileged to be a part of an education system that is is its transformation. It is a time for creating engaging learning experiences for all students. We must think about the 21st century learner and help to promote the skills that they will need to be successful in their future. Think about the 5 C's: Collaboration, Creativity, Critical thinking, Communication and Citizenship when planning instruction and learning activities. Thank you to David Jakes from Chicago and @amckiel and @dkuropatawa for sharing this visual.

Enjoy the following post by Patti Grayson.

New Teachers: The Joys & Challenges of 21.st Century Learning | Powerful Learning Practice

New Teacher Orientation Day 2

Today was the end of our 2 day New Teacher Orientation session.  The time flew by and proved to be a success.  Our new teachers engaged in many conversations and activities about teaching and learning. I will provide a brief summary of the various conversations we experienced over the past two days.

Creating a Classroom Community:  What would be the characteristics of a classroom community?  Shared leadership, communication in many forms, responsive to the needs of both "I" and "we", shared values and beliefs, cooperation, shared environment, commitment, interdependence.  

How can we create such a community of learners?  Find out about your students.  Know their interests, what they aspire to be, what are their strengths & talents, create the conditions for a safe and caring learning environment, set up your classroom so that it belongs to the learners, include students in setting classroom rules and expectations so that they become part of the decision making.  Allow your students to have a "voice" in their learning so that they feel valued and respected.

1950......

NOW...

The discussion on creating a "community of learners" was interesting and engaging.  It gave the new teachers many things to think about  with respect to setting up their classrooms in order to get things "rolling" in the first week of school.  When determining your classroom rules and procedures you need to be sure to explain and teach those procedures.  You must be consistent with your expectations , "honor the procedure first..." and always reinforce.  We agreed that you should never make an assumption that " the kids should just know"....

however,  the one assumption we as teachers should make is to, ASSUME THE BEST ABOUT YOUR STUDENTS.....ALWAYS

Effective Classroom Management: 10 Tips

Source: http://www.edutopia.org/classroom-management-resource-guide

Classroom management can be one of the most difficult components for a classroom teacher.  Today we discussed "Ten Tips for Effective Classroom Management".  I was fortunate to be reading a blog post by Larry Ferlazzo who talks about 5 simple questions that will improve your teaching.  Today we shared one question with the new teachers and suggested they think about this anytime they find themselves in a conflict situation...

"Will what I am about to do or say bring me closer to the person with whom I am communicating—or will it push me further away?"

Back to the 10 tips...

①Build Community

②Design a Safe, Friendly,& Well-Managed Classroom Environment

③Include Students in Creating Rules, Norms, Routines & Consequences

④Create a Variety of Communication Channels 

⑤Always Be Calm, Fair & Consistent   

⑥Know the students you teach - we spent a considerable amount of time discussing the importance of really getting to know your students.  Using a restitution strategy we did an activity to help identify a persons "genetic intensity" or most prominent need.  The new teachers completed the needs survey themselves and saw that within our group we had people that fit into each of the 4 categories, namely:  Belonging, Power, Freedom and Fun.  By identifying our students' needs we will be better informed for planning learning activities as well as dealing with possible conflict situations. Source:  Diane Gossen

⑦Address conflict quickly and wisely  - Using Diane Gossen's restitution strategy of Collapsing conflict and/or  30 second interventions.  

⑧Integrate Positive Classroom Rituals

⑨Keep It Real  - Be realistic.  The job description of a teacher is infinite.  

            Unrealistic expectations of yourself can give you undue stress.  Be realistic, be prepared and always work in the best interest of students. 

            Ask for help when you are in need…

            Synonyms for help – Advice, Collegiality, Collaboration, Educational Consulting, Professional Development. – all describe the same thing.  Grow your PLN so that you have many sources of support.  We reflected on the work of Geese.  How they help and support each other.  Each goose takes a turn at the front of the V formation in order to share the work.  We can learn from the geese, ask for support when you are feeling the need. 

⑩Partner with Parents and Guardians

The classroom management discussion was considered to be very valuable by our new teachers.  They agreed that many of the "tips" we discussed were very practical and could be very helpful once in their classrooms.  In my next post, I will summarize our conversations about Planning and Assessment. 

Thank you to Rick Smith, author of Conscious Classroom Management,  for the many practical ideas on classroom management.  

It sounds like yesterday was a very busy day and hopefully not too overwhelming. We have many important initiatives in the Division which are meant to support and promote best practices in order to build on the pedagogical capacity of all our staff. Best practices lead to best practioners! I think the idea of developing our PLN is so important since we have heard from staff that the most beneficial learning opportunities come from the time teachers spend learning from one another. 21st Century learning skills are a big focus moving forward and any opportunities to collaborate and connect with colleagues is so important to ensuring these skills are being developed in each and every classroom. (Not to mention that working together is much more fun than working alone). This is an exciting time to begin your careers as educators! Enjoy.