3B: QUESTIONING AND DISCUSSION TECHNIQUES Element Unsatisfactory Basic Proficient Distinguished QUALITY OF Virtually all of poor quality low Combination of low and high quality Most questions of high quality Uniformly high quality adequate – – – cognitive challenge, single correct succession only some adequate wait and response time response time. Students form many – – QUESTIONS/PROMPTS responses in succession. thoughtful response questions. – How can you extend the level of Explain some methods to How can you encourage students to How a model of student-driven questions on Blooms’ to involve consistently promote high-quality lead in asking questions and questions which are high quality be more students in the discussion? questions and appropriate wait time. answering among themselves as shared with other teachers to you facilitate? encourage the practice of higher order thinking? DISCUSSION TECHNIQUES Interactions between teacher and Teacher tries to engage students in Teacher creates genuine discussion Students assume most responsibility students is predominantly recitation discussion, not recitation, with students, stepping aside when for discussion, initiate topics and style teacher mediates all uneven results appropriate making contributions unsolicited – questions and answers Identify questions from today’s How might you share your lesson that could be revised to How can you facilitate allowing discussion techniques with other What are some techniques that you allow multiple possible answers. students to initiate topics for teachers so that students assume could use to engage your students How will you consistently plan for discussion and make unsolicited responsibility for discussion in classroom discussion? multiple answers? contributions to the discussion? throughout the school? STUDENT PARTICIPATION Few students dominate discussion Teacher tries to engage all, but Teacher successfully engages all in Students ensure all voices are heard limited success discussion in the discussion How might you include more What are some techniques you Describe strategies for structuring Explain how you teach your students in classroom discussion? might try to consistently engage all lessons to allow students to solicit students to not only lead the students in classroom discussion? responses or discussion from other discussions, but allow all their students about their presentations. peers to participate no matter how large or small the contribution is to the discussion. 3B: Questioning and discussion techniques Indicators: Questions of high cognitive challenge, formed by both students and teacher Questions with multiple correct answers or multiple approaches even when is a single correct response – Effective use of student responses and ideas Discussion with teacher out of central, mediating role High levels of student participation in discussion
3B: QUESTIONING AND DISCUSSION TECHNIQUES Element Unsatisfactory Basic Proficient Distinguished QUALITY OF QUESTIONS/PROMPTS Virtually all of poor quality – low cognitive challenge, single correct responses – in succession. How can you extend the level of questions on Blooms’ to involve more students in the discussion? Combination of low and high quality – succession – only some thoughtful response Explain some methods to consistently promote high-quality questions and appropriate wait time. Most questions of high quality – adequate wait and response time How can you encourage students to lead in asking questions and answering among themselves as you facilitate? Uniformly high quality – adequate response time. Students form many questions. How a model of student-driven questions which are high quality be shared with other teachers to encourage the practice of higher order thinking? DISCUSSION TECHNIQUES Interactions between teacher and students is predominantly recitation style – teacher mediates all questions and answers What are some techniques that you could use to engage your students in classroom discussion? Teacher tries to engage students in discussion, not recitation, with uneven results Identify questions from today’s lesson that could be revised to allow multiple possible answers. How will you consistently plan for multiple answers? Teacher creates genuine discussion students, stepping aside when appropriate How can you facilitate allowing students to initiate topics for discussion and make unsolicited contributions to the discussion? Students assume most responsibility for discussion, initiate topics and making contributions unsolicited How might you share your discussion techniques with other teachers so that students assume responsibility for discussion throughout the school? STUDENT PARTICIPATION Few students dominate discussion How might you include more students in classroom discussion? Teacher tries to engage all, but limited success What are some techniques you might try to consistently engage all students in classroom discussion? Teacher successfully engages all in discussion Describe strategies for structuring lessons to allow students to solicit responses or discussion from other students about their presentations. Students ensure all voices are heard in the discussion Explain how you teach your students to not only lead the discussions, but allow all their peers to participate no matter how large or small the contribution is to the discussion. 3B: Questioning and discussion techniques Indicators: Questions of high cognitive challenge, formed by both students and teacher Questions with multiple correct answers or multiple approaches – even when is a single correct response Effective use of student responses and ideas Discussion with teacher out of central, mediating role High levels of student participation in discussion
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