an answer given by a student before the student is recognized by the teacher

Choral responding 

  the entire class answering a question at the same time

   open-ended questions that ask students to compare and contrast different items

open-ended questions that asks students to make an observation

(a questioning strategy) in which all the students in the class are called on as equally as possible

  are ways to represent content that allow us to visualize that we can’t observe directly

(e.g. atom, DNA)

  questions for which a variety of answers are acceptable

  cues teachers provide or other questions they ask when students are unable to correctly answer the original question

 (a questioning strategy) the number of questions that the teachers ask over a period of time

 ( a questioning strategy) asks students to reconsider a question or point that has been made earlier in the lesson

  beliefs about their capability to accomplish learning tasks

forms of technology that provide each student with a way to respond to a teacher’s question so that the teacher has immediate access to student’s answers through either a wired or wireless connection to each students handheld remote responder

Teaching Effectiveness at the beginning of class

l  Obtain Student’s Attention : all eyes up here; clapping a rhythmic pattern; ring a bell; others

l  Teacher Enthusiasm: body language; questions that raise interest; voice; telling stories; communicating expectations; others

l  Plan for a Specific Learning Objective : Base it on Prerequisite Skills and Prior Knowledge

Lesson clarity to increase long term retention of learning and helps students organize content; increaseLesson clarity to increase long term retention of learning and helps students organize content; makes following directions easier long term retention of learning and helps students organize content; makes following directions easier

What is Content Enhancement

List Examples

l  Techniques that help students identify, organize, understand, and retain information

- instructional cues

- visual dispays and models

- concept teaching reviews

  Concept Teaching Reviews

1. Concept Mastery Routine

2. Concept Anchoring Routine

3. Concept Comparison Routine

Students Engaged; Positive Feedback; Visually See Information as Well

Teaching students about concepts through discussion, visual displays filled out as a class Identifying key words, concepts; examples; characteristics of concept

 linking or anchoring characteristics of a new concept  to an old concept already known using Visual Displays

Analyzing similarities and differences of related concepts using Visual Displays; Summarize at the end

Students Engaged; Positive Feedback; Visually See Information as Well

 As Listening to Information

Partial outlines of discussion and students fill in information

 Teacher is prepared by highlighting key points; provides outlines or diagrams; quick paced lessons (but pacing will vary from student to student)

   Higher level thinking include encouraging, maneuvering (manipulating) students to engage in activities; sharing ownership with students; encourage participation by calling on individual students

Effective Questioning

l  Access Current Understanding

l  Guide New Learning through Covert Response – Encourage Thinking

l  Wait Time

l  Use Clear Language When Asking Questions – Open Ended Questions

l  Ask Questions that Students Can Answer – Increase Frequency

l  Equitable Distribution - Acknowledge  ALL Student Responses

l  Prompt and Repetition for Emphasis

 Level of Learning Objective matches Level of Questioning matches  Level of Assessment

Choral Responses

Calling Out (pros and cons)

Technology Responses (Clicker/Senteo systems)

 Randomly Selecting Students

based on how the students answer the questions : always positive; if  student hesitant, answer with prompts rather than ignoring

   keep adding additional information to answer; Expanding skill

  Discuss content in small groups – provide outline for information to discuss

increase engagement; 4-6 responses per minute with 80% accuracy for new lesson to be good

Quality Assignment Routine : For Diverse Students

l  Planning: What will the student accomplish; how; benefit

l  Presenting: Explaining the assignment so that it is understood

l  Evaluating: How effective was it?  Include students in this process

 Rubrics;

Ask student to correct work;

 teacher and students meet about errors;

model correct response;

teacher appointments for help;

extend learning

a pause between a question or the pause after a student answer and a teacher interruption or response

Elements of Effective questioning/ strategies

(hint: Q.E.P.R.W)

-          Question frequency

-          Equitable distribution

-          Prompting

-          Repetition

-          Wait time