Below is a summary of the evernotes I took during our thinking through quality questions session with Jackie Walsh & Beth Sattes. (Authors of Thinking Through Quality Questioning) We had a jam packed day of collaboration, intense discussion, activities, & technology integration. The highlights, in my opinion, are listed below. The full evernote summary will also be attached below!
Our purpose- To engage all of our students through throught provoking, quality questions to promote a classroom where thoughtfulness is happening everyday.
HOW DO WE FRAME QUALITY QUESTIONS?
HOW DO YOU HELP STUDENTS LEARN TO THINK & STRENGTHEN THROUGH SCAFFOLDING?
FORMATIVE FEEDBACK- HOW DO YOU USE FEEDBACK? HOW DO YOU HELP STUDENTS TO KNOW WHRE THEY ARE?
PROMOTE RESPONSIBILITY- STUDENTS OWNING THE RESPONSIBILITY TO FRAME ANSWERS-THINK OF QUESTIONS
TRUE LEARNING HAPPENS WHEN YOU HAVE A QUESTION THAT YOU WANT AN ANSWER TO…(how do we give them the questions that we provoke not only answers, but more questions?)
THIS IS ALL BUILT AROUND CLASSROOM & SCHOOL CULTURE- (how do we begin to embed thinking through quality questions into every aspect of our school & community?)
we worked through the day in communities of practice. These communities of practice will serve as or collaborative groups & support systems as we work through embedding thinking through quality questions in our classes throughout the year.
Roles & Responsibilites-
Facilitator- Recorder-Reporter-Timekeeper-Material’s Manager
Ground Rule for Collaborative Groups
*Be open to & respect all points of view
*Listen with an open mind & expect to learn from eachother
*accept responsibility for active & equitable participation by each member
*check for understanding, before you counter an idea, be sure you fully understand what is being said
Bobba- “What I heard you say was, _________ (repeat)- then go into your comment”
*allow think time
-How great to not only work together as colleagues like this, but also to embed these rules into your classroom!
-What happens when someone does not comply? How do these issues get resolved? Whose job is it to address these issues of imbalance?
Kisha- “let people be who they are- don’t force functions- follow the principle of I am doing the best I can- keep modeling & stay positive- force does not work”
other notes on collaboration ground rules:
active listening can be a real answer to that
what I heard you say IS (this is automatic respect)
Norms for collaboration- before we do this-this is what is expected
“true discussions” what does it look like to be open to all points of view- show them what the value of that is
use schoology after intoducing guidelines could really promote using these guidelines
pg.2- 2 of the critical components of collaborative groups- must be equal roles- if you have roles & responsibilities- talk a/b it, making it work
Actual grouping- composition depends on the purpose
why- activate prior knowledge & experience
how- reflect individually and collab w your table group to categorize group responses
Big Ideas- Reflection & Megacognition, Engage, Decide & apply, Collaborate, connect & discuss, question, all about the body
The Thought-The process-the answer- engage-engage-engage
“thinking is a free fall! jump in!” -Mathis
decipher, connect, paraphrase, process, see the big picture to answer
once you find the answer it leads to more questions
do you have to care about the question to really give an answer? -Kisha
“thinking is being alive”- Mathis
making sure that they know what you are asking- relevant- exciting- in students rang/ability to answer- not to hard not easy
asking questions that relate to the individual but that a lot of individuals can connect to
no opt out- force participation- by we won’t proceed until you share
hook & build- questions
looking at questions- the first dimension is the focus- whats it about and is it interesting to them?
#1 WE CAN DO IS ALLOW COMPARING & CONTRASTING- LISTEN, REFLECT- THAT IS about thinking- the process is collaboration, the answer is performance
“engaging for a cause”
activities are documented in back of book pg. 151
Affinity Mapping- it it goal oriented, it allows individual to think and then share with the group,making connections, make connections w prior knowledge, between eachothers ideas- makes you rethink what you initially thought of- more than one way to state it-more than one right answer- first ground rule-(hearing & valuing others)
see the full thought process before you respond- makes response more valid- listening is not just from voice
schoology allows for deep reflection-can respond later- can add to it- the thinking never ends
how to get to them
variety is the spice of learning- listen better b/c you can see it- WE ARE DEALING WITH A GENERATION OF VISUAL LEARNERS- APPLY THEM ALL TOGETHER- Sattes
academic vocabulary- do not have the vocabulary to express themselves academically but they know it in their own words- give students the freedom to say what they do know
“we are a classroom of ANDS not BUTS”
replace the word BUT with AND to take away the negative and focus on the thinking/learning
begin with the end in mind- why are you doing this? what do you want to learn?
how am i connecting with what I already know? how am I monitering my progress? how I am developing responisibility & ownership & how can I take my learning to the next level
THINKING ABOUT THINKING!!!
take time to have them thinking a/b their thinking & their learning
“the search for meaning is at the heart of motivation” – Hopkins 2010, p.19
its not a/b the teacher asking better questions its ab the students thinking-the students are worth pursuing & then creating their own questions
bulleted descriptions of graphic- share with students
do they KNOW what they are trying to learn
need a rubric, need a criteria for success, need feedback- “no learning, just doing”
need a goal, formative assessment to measure towards goal- PBL- start with 1 question!!
college/life eligable vs. college/life ready
“telling is not teaching” we cannot learn for students- they must do the learning themselves- Jackie
THINKING vs. REMEMBERING- “it is more important that they know how to get there, not what it is they are getting to”- Kisha Woods
Frame Questions– “Create a classroom culture of thinking”
-Determine content focus
-consider instructional function
-stipulate expected cognitive level
-match to social context
-polish grammar and word choice
(rubric in book- pg.19-20)
what is the rubric for an “acceptable” answer
-interactions w. peers
re-culture your classroom- makes questions about THINKING
knowledge is not enough- IM LISTENING TO YOUR THINKING
“power words” activity-language levels- Howell
They have a job- that job is to think!- Jackie
“que students what you want by the types of questions you ask”- Smith
ITS NOT ENOUGH TO GUESS THE RIGHT ANSWER- TO BE ALIVE- HAVE SOME CURIOSITY- TO HAVE A FAULT
THEY HAVE TO KNOW THEIR ROLES ARE CHANGING TOO
STEM QUESTION- ANSWER THEN WRITE THEIR SUPPORTING INFORMATION-Reflect on their own learning (big part of PBL)
YOU HAVE TO CHANGE THE ROLE OF THE STUDENT IN THE CLASSROOM
“THE WAY WE DO BUSINESS AROUND HERE” -use book ideas & collaborative ground rules to begin to bult
“RULES OF ENGAGEMENT”
NEW NORMS FOR THE BUSINESS OF TEACHING & LEARNING- A/B STUDENT RESPONSIBILITY
I AM ASKING QUESTIONS B/C I WANT TO KNOW WHAT YOU ARE THINKING- FA + QQ
WAIT TIME- TIME TO THINK 3-5 SECONDS- 3 GIANT STEPS FORWARD IN THE CLASSROOM
WAIT TIME 2- TIME THAT I WAIT AFTER A STUDENT STOPS SPEAKING BEFORE I INTERJECT
CHAINING- ROBERT MARZANO- ask a question, wait (thinking), call on student to respond, then link it but I have a student repeat their understanding, go around the classroom and have a conversation that is chaining- active listening- respecting- active repetition- “reinforcement is the mother of memory”- Jackie
“listening with respect” – thinking through learning
set the climate for the questions- Jackie
Visual Synectic (4 corners)
4 pictures- which best visually represent the charecteristics of good questions- (think, write, move, collaborate small group, come back-discuss all corners large group)
GREAT DEEP ANALYSIS ACTIVITY
connect something you know with something you like- this connecting of 2 things that are so unalike- gives a unique perspective
abstract to concret
theinking aloud happens
remembers and keep thinking about it longer and connecting it to other things- CREATING DEEP MEANING, UNDERSTANDING, SOMETHING TO COME BACK TO & BUILD OFF OF.
making connections- establishing relevance- describe thinking the same as questions
which one best represents your collective thinking- working with a group is essential for this
e-clicker app: great for polls, prior knowlege, quick low-level blooms, focus, guided question
Case Study/Bloom’s Revised
Content/Question Focus- aligned-relevant-connected
Knowledge Dimension- factual-conceptual-procedural-Metacognitive
What is my question asking them- knowledge wise? where does the question fall on Bloom’s? How can we critique eachother’s questions? Build stronger questions?
“the more you can ask a question that overlaps 2-3 of these areas (of Bloom’s) the more strong the question & the more deep engaged thinking will occur”- Sattes
pg. 25- The Reasons we ask questions
what is the purpose of this question? pg. 25
Remember- recalling & recongnizing facts
Understand- essence to know a subject or term inside and out
Apply- execute & implement- more rigorous and transfer into a different situation
Analyze- gateway to critical thinking- differentiate, question, experiment, test, inference through analysis
Evaluate- making judgements a/b core standards a/b checking the facts- making a judgement in the end
Create- taking prior knowedge, info and experience to develop something original
ask departments evaluate your questions
data- show it works
Nobody can do it for us. We must collaborate with eachother & create quality questions that support thinking & deep engagement.