Activity 1:
Reflection - share with someone (not your lesson study partner) about your experience trying out one of the different questioning tools.
* What did you notice?
* What was the impact?
* Would you use it again? Why/Why not? How?
Reflection
Will take time for students to build skill in asking quality questions - need to provide open-ended tasks. Quality of task reflects quality of questions.
Hoping to get to the point where students start writing questions indepdently and recording on 'Question Wall' to discuss later, what can we answer, what else do we need to find out to answer what's left?
For not so good questions can ask - 'Is that a mathematical question?' or ask if another child can build on that question to make it better.
Difficulty with 'Pose, Pause, Pounce, Bounce' - how long do you leave the silence and then support a student to answer the question. Trying to get other students to actively agree or disagree and give evidence. Takes a lot of time.
Can take away from the structure of the lesson - not enough time for independent work/plenary. Maybe we need to reevaluate our expectations of what a lesson 'should' look like, what's beneficial, might look a bit different.
Perhaps give extra time to 'think'. For example over recess. Remind them of essential question before leaving the room and then ask them for responses when they return.
Activity 2:
Questioning self-assessment
Read through the article and rubric.
Discuss with a partner/group the key points. What stands out for you?
Reflection:
Students are commenting on work and discussing it, not yet asking questions of each other. Asking more questions should lead to fuller explanations and descriptions of their learning/strategies. Use question stems, vocabulary building and sentence starters to support.
Maybe rethink how we structure the lessons so that there's more opportunity for student led learning, or selecting activities.
Need to support the less confident students in how to ask questions of each other.
Need to develop structure so students can question each other in a way that's constructive rather than critical.
Not every lesson needs to be like this, strategies need to be used effectively and appropriately to maximise usefulness.
Making sure we build vocabulary will help the dialogue and questioning.
Next week focus on Question stems, vocabulary building, explanation scaffolds etc and ways to support less confident/less able students.
Reflection - share with someone (not your lesson study partner) about your experience trying out one of the different questioning tools.
* What did you notice?
* What was the impact?
* Would you use it again? Why/Why not? How?
Reflection
Will take time for students to build skill in asking quality questions - need to provide open-ended tasks. Quality of task reflects quality of questions.
Hoping to get to the point where students start writing questions indepdently and recording on 'Question Wall' to discuss later, what can we answer, what else do we need to find out to answer what's left?
For not so good questions can ask - 'Is that a mathematical question?' or ask if another child can build on that question to make it better.
Difficulty with 'Pose, Pause, Pounce, Bounce' - how long do you leave the silence and then support a student to answer the question. Trying to get other students to actively agree or disagree and give evidence. Takes a lot of time.
Can take away from the structure of the lesson - not enough time for independent work/plenary. Maybe we need to reevaluate our expectations of what a lesson 'should' look like, what's beneficial, might look a bit different.
Perhaps give extra time to 'think'. For example over recess. Remind them of essential question before leaving the room and then ask them for responses when they return.
Activity 2:
Questioning self-assessment
Read through the article and rubric.
Discuss with a partner/group the key points. What stands out for you?
Reflection:
Students are commenting on work and discussing it, not yet asking questions of each other. Asking more questions should lead to fuller explanations and descriptions of their learning/strategies. Use question stems, vocabulary building and sentence starters to support.
Maybe rethink how we structure the lessons so that there's more opportunity for student led learning, or selecting activities.
Need to support the less confident students in how to ask questions of each other.
Need to develop structure so students can question each other in a way that's constructive rather than critical.
Not every lesson needs to be like this, strategies need to be used effectively and appropriately to maximise usefulness.
Making sure we build vocabulary will help the dialogue and questioning.
Next week focus on Question stems, vocabulary building, explanation scaffolds etc and ways to support less confident/less able students.
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Activity 3:
Complete the self-assessment rubric provided.
Complete the self-assessment rubric provided.
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