Transcript Binghamton Session Part 2 Day 2 With Review Component

Evidence Based Observation
Lead Evaluator Training
March 29, 2012
Part 2, Day 2 – Welcome Back!
Practice collecting evidence of “teaching to an
outcome.” Describe what has changed for you as
an observer as a result of this workshop.
Examine an observation that you have completed,
looking for evidence and bias/opinion. Describe
what you notice about the types of evidence you
are collecting.
Identify the presence or absence of “teaching to
an outcome” in your current observation tool.
If yes, where is it? If no, could it be included in
the current language in another area? What might
need to be changed?


Identify the key attributes of “effective
questioning”
Collect evidence of “effective questioning”
 Describe multiple ways for collecting evidence of
“effective questioning”

Classify evidence of “questions” as:




Check for understanding
Effective questions
Objectives
Classroom management/procedural
What does it look like and sound like
when a teacher uses effective
questioning strategies?
Rubric Language (“Proficient”):
NYSUT:
2011 Danielson:
Pearson:
Most of teacher’s
questions are open in
nature and engage
students in deeper
thinking and further
discussion.
While the teacher may use some
low-level questions, he/she poses
questions to promote student
thinking and understanding.
Uses questions periodically to check for
understanding.
Using questioning practices that keep all
students engaged.
Teacher creates a genuine
discussion among students,
providing adequate time for
students to respond, and stepping
aside when appropriate.
Uses questioning to promote different
types and levels of thinking.
Teacher successfully engages
most students in the discussion,
employing a range of strategies to
ensure that most students are
heard.
Uses a continuum of questions and cueing
techniques to lead students to correct
responses.
Teacher responds to
students’
questions/comments.
Responses challenge
student thinking.
Critical Attributes:
•Open ended questions
• Effective use of wait time
Uses wait time appropriate to the goals of
questioning and the types of questions
asked.
Uses follow-up questions to prompt
students to explain their thinking and
extend their knowledge.
Prompts students to interact with and react
to one another during class discussion.
Uses students’ comments, questions, and
ideas to advance learning for the class.
Criteria for Effective Questioning

Congruent (relevant) to the learning

Invitation for ALL students to think

A range of questions are used to extend thinking
from a base of knowledge to higher order thinking
that is more critical and creative
High Consensus
Low Consensus
Yes/No - Fact
Closed
Open
Lesson Goal:
“Have them (the students) have a conceptual
idea about division of fractions.”
-Bonnie Bushaw
“How can I get 1/3 of a muffin? Oh-I saw someone draw a
picture. That’ll work. Take a minute to do what you need
to do to figure this out.”
“Ok. Who can tell me how many muffins with a third
muffin serving? What do we have for a 1/3 muffin
serving?”
Student stated: “72”
Teacher: “Can you prove it?”
Student: “Yes because if you get 1/3 of a muffin, that’s 3
out of one muffin. 24 X 3 is 72.”
Teacher: “Figure out my 24 muffins and divide them
into ¼ muffin servings.”
Student: “You just add 24 to 72 and get 96.”
Teacher: “She added 24 to 72, the last answer, is
that ok?”
 What kinds of questions are used for check for
understanding?
 What kinds of questions are used for effective
questions (that lead to the outcome)?
 What kinds of questions are used for classroom
management/procedural?
“When I heard the city was considering pulling out the
sewer line, I thought wouldn’t it be fun to build a model
of that and have the kids understand erosion and
deposition, but also how it might affect themselves as
well as the community.”
What are we going to do today? What’s our goal today?
(Effective questions leading to the outcome)
Why is this important to our community? Why is it important
that we are taking time to study our creek? Why have I asked
you to make models of this? And why is it important to point
out where the erosion and deposition is occurring?
(Effective questions leading to the outcome)
Are you talking to each other?
(Management/Procedural)
If it were to expand around the corner, what might it effect?
What’s around that area?
S: Houses
Also a what?
S: A road
S: and domesticated animals
(Check for Understanding)
Your Mission:
 Collect 4-5 pieces of evidence (for each area)
that you will label and e-mail to Barb and Pat by
April 13, 2012.


Label the evidence as “Check for
Understanding,” “Student Engagement,” “Teach
to an Outcome” and/or “Effective Questioning.”
Keep in mind that “good evidence” is often
quotations or numerical facts having to do with
the students or the teacher.

Evidence is observable (overt)

Evidence is of ALL students

Evidence is congruent to the objective
All students are visibly participating in
activities/learning that is relevant to the
objective.


The objective of the lesson is clear to the
students
(Shift from “What do I want them to do
today?” to “What do I want them to learn
today?”)
All classroom activities are aligned with the
objective

Congruent (relevant) to the learning

Invitation for ALL students to think

A range of questions are used to extend
thinking from a base of knowledge to
higher order thinking that is more critical
and creative

The teacher stated, “During today’s lesson, you will
identify coins and their values. You will practice
calculating the sums of the coins.”(Teaching to an
outcome)


The teacher asked, “When would you need to add
coins?” (Effective Questioning)
The teacher displayed clusters of coins on the
interactive white board. All students wrote the sums of
the coins on their individual white boards and showed
their work to the teacher when she said, “Show!”
(Student Engagement/Checking for Understanding)
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
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Email your 4-5 pieces of evidence (labeled) for
each area of effective teaching we have
focused on to [email protected] and
[email protected] by April 13, 2012.
Practice collecting evidence using the four
areas of instruction we have studied.
Identify the 3-5 key areas that your district
will use when conducting classroom
observations
Thank You!
Coming Soon:
Part 3 Sessions!