3b Teacher’s questions are of low Teacher’s questions lead Although the teacher may use Teacher uses a variety or Using Questioning cognitive challenge, require students through a single path some questions, he series of questions or prompts and Discussion single correct responses, and of inquiry, with answers or she asks the students to challenge students Techniques are in rapid succession. seemingly determined in questions designed to cognitively, advance Interaction between teacher advance. promote thinking and thinking and discourse, and and students is predominantly Alternatively, the teacher understanding. promote metacognition. recitation with the attempts to frame some Teacher creates a genuine Students formulate many teacher mediating all questions designed to discussion among students, questions, initiate topics, and questions and answers. promote student thinking and providing adequate time for make unsolicited A few students dominate the understanding, but only a few students to respond and contributions. discussion. students are involved. stepping aside when Students themselves ensure Teacher attempts to engage all appropriate. that all voices are heard in the students in the discussion and Teacher successfully engages discussion. to encourage them to respond most students in the to one another, but with discussion, employing a range uneven results. of strategies to ensure that most students are heard. Evidence Component Ineffective Developing Accomplished Exemplary 3c The learning tasks and activities, The learning tasks and activities The learning tasks and activities Virtually all students are materials, resources, are partially aligned with the are aligned with instructional intellectually engaged in
3b Using Questioning and Discussion Techniques Teacher’s questions are of low cognitive challenge, require single correct responses, and are in rapid succession. Interaction between teacher and students is predominantly recitation with the teacher mediating all questions and answers. A few students dominate the discussion. Teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved. Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results. Although the teacher may use some questions, he or she asks the students questions designed to promote thinking and understanding. Teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. Teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard. Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion. Evidence Component Ineffective Developing Accomplished Exemplary 3c The learning tasks and activities, materials, resources, The learning tasks and activities are partially aligned with the The learning tasks and activities are aligned with instructional Virtually all students are intellectually engaged in