Transcript Rachel Hull, NBCT West Virginia Department of Education    When and where will you share with your staff? What will you share? How will.

Rachel Hull, NBCT
West Virginia Department of Education



When and where will you share with your staff?
What will you share?
How will you purposefully build the collaborative
environment necessary to ensure effective
questioning is a reality for all?
I think __________________________ because
_____________________________________.
Using the note cards at your table, write your
wonderings/questions you have about the
image—one question per card.
Combine all of the questions from your table.
How can you sort/organize your questions?
K
1st
2nd
3rd
4th
5th
Students will…
…with
prompting and
support, ask
and answer
questions
about key
details in a
text.
…ask and
answer
questions
about key
details in a
text.
…ask and
answer such
questions as
who, what,
where, when,
why, and how to
demonstrate
understanding of
key details in a
text.
…ask and answer
questions to
demonstrate
understanding of
a text, referring
explicitly to the
text as the basis
for the answers.
…refer to details
and examples in
a text when
explaining what
the text says
explicitly and
when drawing
inferences from
the text.
…quote
accurately
from a text
when
explaining
what the text
says explicitly
and when
drawing
inferences
from the text.
Catch and Release:
Encourage
Independence

How can this strategy be applied to all subject
areas?

Why are both "catching" and "releasing"
important?

How does Ms. Noonan strike a balance
between direct teaching and student
exploration?
Search: Printable ELA Common Core
Pages 1-33
Speaking and Listening
Reading
Writing
what teachers cover
a description of what
students should
KNOW,
UNDERSTAND, and
DO
EXAMPLE:
Standards, Standards,
Standards
 “Performance” as
evidence
 Tool for evaluation
 Student
personalization
 Checkpoints

NON-EXAMPLE:





Textbook Chapter
Teacher ideas and the map
to standards
Cute
The kids will like it!
Standards as a to-do list, to
be checked off
“Classrooms are too often places of “tell and practice.”
The teacher tells the students what is important to
know or do and then has them practice that skill or
knowledge. In such classrooms, little thinking is
happening. Teachers in such classrooms are rightly
stumped when asked to identify the kinds of thinking
they want students to do because there isn’t any to
be found in much of the work they give students.
Retention of information through rote practice
isn’t learning; it is training.”
Making Thinking Visible
Harvard Graduate School of Education
Gallery Walk

What role does questioning play?

How does the teacher transfer to the hands
of the students?

In what ways are skills and knowledge being
fostered?
On your paper, do a private See-ThinkWonder.
 One person (pair) at a time, will “play” his/her
piece of the puzzle. Explain your thoughts
about your piece.
 Pieces will be added and discussed until the
entire graphic is reconstructed.
 As a group complete the following frame:
We think ________ because _______________.


What role does questioning play?

How did I transfer the construction of
knowledge to your hands?

In what ways are skills and knowledge being
fostered?
College Talk:
Improving Students’
Vocabulary



When and where will you share with your staff?
What will you share?
How will you purposefully build the collaborative
environment necessary to ensure effective
questioning is a reality for all?