Warm Up

Take the quiz on your desk. When you are finished, turn it in to me and wait for

instructions.

1min

Meeting Norms and Expectations• Be punctual and prepared• Support each other by actively listening and staying

engaged• Stay on topic according to what is planned.• Bring positive attitudes and be ready to share• Feel free to ask questions (in the meeting, via e-mail,

or drop by the office).• Attend all NIET meetings, including makeup meetings

for any approved absences with appropriate notification.

Meeting Objectives

By the end of the meeting, the teachers will script questions that engage more students and elicit multiple levels of thinking for a lesson, and provide each other academic feedback using the Developing Questions worksheet.

Pflugerville High School School Goal

School Goal:

• By the end of the 2013-2014 school year, 75% of students will pass the writing portion of the state assessment.

• All courses will support meeting the school goal by incorporating writing opportunities into daily lessons.

NIET Goal (1st cycle)

• By the end of the semester, teachers will be able to demonstrate proficiency within the three domains of the NIET Evaluation Rubric through classroom observations.

35Instructional Rubric - Questioning

• Teacher questions are varied and high quality providing a balanced mix of question types:

• Knowledge and comprehension,• Application and analysis, and• Creation and evaluation

• Questions are consistently purposeful and coherent

• A high frequency of questions is asked.• Questions are consistently sequenced with

attention to the instructional goals.• Questions regularly require active responses

(e.g., whole class signaling, choral responses, written and shared responses, or group and individual answers).

• Wait time (3-5 seconds) is consistently provided.

• The teacher calls on volunteers and non-volunteers, and a balance of students based on ability and sex.

• Students generate questions that lead to further inquiry and self-directed learning.

• Teacher questions are varied and high quality providing for some, but not all, question types:

• Knowledge and comprehension,• Application and analysis, and• Creation and evaluation

• Questions are usually purposeful and coherent.

• A moderate frequency of questions asked.• Questions are sometimes sequenced with

attention to the instructional goals.• Questions sometimes require active

responses (e.g., whole class signaling, choral responses, or group and individual answers).

• Wait time is sometimes provided.• The teacher calls on volunteers and non-

volunteers, and balance of students based on ability and sex.

Academic Feedback

5 3• Oral and written feedback is

consistently academically focused, frequent, and high quality.

• Feedback is frequently given during guided practice and homework review.

• The teacher circulates to prompt student thinking, assess each student’s progress, and provide individual feedback.

• Feedback from students is regularly used to monitor and adjust instruction.

• Teacher engages students in giving specific and high-quality feedback to one another.

• Oral and written feedback is mostly academically focused, frequent, and high quality.

• Feedback is sometimes given during guided practice and homework review.

• A moderate frequency of questions asked.

• The teacher circulates during instructional activities to support engagement and monitor student work.

• Feedback from students is sometimes used to monitor and adjust instruction.

STEP-OUT on

Learning

What have we

modeled for you so

far?

• How did the meeting begin today?

•What was the format of questions?

• What were the writing tasks?

• How will the data collected from the quiz be used in the future?

WHAT DO YOU KNOW ABOUT _______?

Write down as many things as you can think of during the next 20 seconds.

Plot Diagram Structure

WHAT DO YOU KNOW ABOUT _______?

Write down as many things as you can think of during the next 20 seconds.

Polytheistic Religions

Can you think of an example and a non-example?

Flashback

Can you think of an example and a non-example?

Push FactorPull Factor

GIVE ME 3 FALSE AND 1 TRUE STATEMENT.

3rd Person Point of View

GIVE ME 3 FALSE AND 1 TRUE STATEMENT.

Natural boundaries

Take out your cell phones!!!

WHICH OF THESE DOES NOT BELONG?

Apostrophe

Comma

Quotation mark

Semi colon

WHICH OF THESE DOES NOT BELONG?

JudaismChristianity

IslamBuddhism

IS THIS STATEMENT TRUE OR FALSE? BE PREPARED WITH A COUNTEREXAMPLE OR A RE-WORDING.

• Sarcasm is another term for verbal irony.

IS THIS STATEMENT TRUE OR FALSE? BE PREPARED WITH A COUNTEREXAMPLE OR A RE-WORDING.

The percentage of people in the United States living in rural areas has increased over the last

50 years.

IS THIS STATEMENT TRUE OR FALSE? BE PREPARED WITH A COUNTEREXAMPLE OR A RE-WORDING.

• Dramatic irony deals with the dramatic or lively interactions of characters in a story.

IS THIS STATEMENT TRUE OR FALSE? BE PREPARED WITH A COUNTEREXAMPLE OR A RE-WORDING.

Gladiators were freemen who loved to fight to entertain the crowds of ancient Rome.

IS THIS STATEMENT TRUE OR FALSE? BE PREPARED WITH A COUNTEREXAMPLE OR A RE-WORDING.

• Situational irony is when a character uses words within a situation to mean something else.

IS THIS STATEMENT TRUE OR FALSE? BE PREPARED WITH A COUNTEREXAMPLE OR A RE-WORDING.

Manifest Destiny is the belief that the United States should own all of the land between the

Atlantic and Pacific Oceans.

STEP-OUT on

Learning

What have we

modeled for you so

far?

• When can we use questions like the ones we just practiced?

•How did the questions address different levels of thinking?

• How did questioning in this manner elicit participation from the group?

• How might these questions lead to further student inquiry?

Group Time!Work with your assigned group to script 6 questions (2 low, 2 mid, 2 high) for lessons from the next bundle or an upcoming lesson on the sheet provided.

1st period

• Nave, Coward, Sombathy• Tamez, Butler

2nd

• Plock, Richardson, Wrinkle• Levie, Cannon, Terlinde• Ivy, McCullough, Fry

3rd

• Hagdorn, James, Bender• Hampton, Sisson, Barnes• Adcock, Burns

4th

• Hense, Dobbs, Lagerstrom• Whitehead, Morris, Bullock• Gripp, Ruiz• Logerot, Galler

6th

• Ansley, Cohen• Rozvodovska, Edwards

7th

• Bush, Tirado, Moore• Wernli, Tobler• Mendl, Waggoner• Raigosa, Busby

Giving Feedback on Questions

• Trade papers with another group

• Please use the colored pens to provide specific, high-quality feedback for the questions that were written

• Once finished, please raise your hand and I will come get the paper from you

Don’t Take IDK for an Answer

• Students often just give up and say “I don’t know” when you ask them a question. Tell them to try one of these instead… – May I please have more information?– May I please have some time to think?– Would you please repeat the question?– Where could I find more information on that?– May I ask a friend for help?

STEP-OUT on

Learning

What have we

modeled for you so

far?

What forms of feedback have been modeled?

What feedback did you receive and why was it important to get feedback from peers?

3 – 2 – 1

3 things I will take with me…

2 things I will try with my students…

1 thing I am still wondering about …

Reflection Time!

Please turn in to my box by October 18th or to B113.

Meeting Objectives

By the end of the meeting, the teachers will script questions that engage more students and elicit multiple levels of thinking for a lesson, and provide each other academic feedback using the Developing Questions worksheet.