I'm really sorry I missed this session. It sounded great from what everyone was preparing. I loved the video, really clear about the role of EQs. I've found that I often adjust my essential question when I come to teach a lesson I've planned earlier as when I'm preparing resources I get a clearer idea of the goal of the lesson.
I'm looking forward to making this such an integral part of every lesson that the students are making up their own and questioning the EQ given.
Very exciting times at CPS!
We were surprised by the number of questions asked by the students when someone else was recording them. The quality of the questions was good and can be built on.
Since the TPL session I have been thinking more about whether the essential questions in my programming are 'essential' enough. I have been talking more to my class about why we have essential questions so that they have a better undestanding of how to use the questions in class to deepen their understanding of lesson content.
After the TPL session I decided I needed to conduct a question audit on the types and styles of questions that I ask and how these link to the essential question.
Like Michelle, I often re-evaluate my essential question, sometimes changing it as I am writing it on the board. I think that reflection and metacognition are such an integral part of the process.
Michelle and I have been trying out the 'pose, pause, pounce, bounce' questioning technique. We have incorporated the technique into our maths program so that we are thinking before each lesson about the best time to use it. The students are becoming more used to having extended thinking time, and I know that I have to remind myself not to be afraid of the silence when they are all (hopefully) thinking at the 'pause' stage!
This iis a great blog
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