Week+3

=Assessment Strategies for Instruction: //Questioning, Wait Time, and Providing Feedback//=

0. Your questions and concerns 0a. Practicum placements 0b. Organizing Evernote

1a. Write objectives in Learning Groups using Bloom's revised taxonomy 1b. Classifying objectives practice 1c. Depth of Knowledge (DOK) Taxonomy Download: **** 1d**.** Karin Hess's Cognitive Rigor Matrix DOK Guide for all subjects 1e. Rubric for Metacognition (page 296)
 * In your Learning Group review and critique the objectives created by one other group (in your group log). Make suggestions for edits in another color. **
 * Classify the other group's objectives in Bloom's Revised Taxonomy **
 * First individually complete the Metacognitive Skills Checklist on page 297. Then share and discuss in your Learning Group. **

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 * Dr Norman Webb explains DOK as it relates to CURRICULUM**

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 * Blooms Taxonomy and Depth Of Knowledge (DOK) Levels:**

__QUESTIONING AS ASSESSMENT__
2. Chapter 4: Focus on Questioning as Assessment 2a. Purposes of questioning (page 105) 2b. Characteristics of effective questioning to assess student progress (pages 107 - 112): **Table 4.7** (page 112) 2c. WAIT TIME 1 and 2 handout: 2d. Types of Questions: @http://www.fno.org/nov97/toolkit.html 2e. Questions that TARGET Bloom's Taxonomy handout: ; Also consider using STICK PICK app @https://itunes.apple.com/us/app/stick-pick/id436682059?mt=8 2f. DOK Questioning Stems: 2g. Effective Question Techniques During Inquiry Based Lessons: Teaching Channel Video1(Open-ended Questions) Teaching Channel Video 2(promoting Understanding) 2h. Questioning Resources from Teacher Tools: LINK 2i. Cornell Center for Teaching Excellence: Using Effective Questioning LINK

__Classroom Scenario__:
In a seventh grade classroom a teacher wants to link the content of her lesson to sports, because many of her students are interested in that. The baseball season is nearing its end and there is a lot of talk in the news about the magic number. The teacher begins the class by asking, “Who can tell me what the magic number is?” She waits a few seconds and then one student raises his hand. After he is called on he says, “thirty-two…Magic Johnson!” The teacher is taken aback by this response. ===**In your Learning Group design at least two clarifying questions (//questions that ask the student to explain things that are unclear in his or her account//) and two probing questions (//questions that extend or stretch the student's thinking//) that this teacher could ask the student and the class. **===

=__Research Findings __=

#1: Teachers ask many questions
===#2: Most teacher questions are at the lowest cognitive level—known as fact, recall, or knowledge. (Consider using question stems, like in the Stick Picks App) === ===#3: Not all students are accountable to respond to all questions. Teachers frequently call on volunteers, and these volunteers constitute a select group of students. === ===#4: Teachers typically wait less than one second after asking a question before calling on a student to answer (Wait Time 1). === ===They wait even less time (usually 0 seconds) before speaking after a student has answered (Wait Time 2). ===

__HOMEWORK: __
**In your practicum observation observe for how your practicum teacher uses questioning for assessment purposes.**
 * Which of the above research findings do you observe. If you were the teacher in that class what could you have done differently? **

__MINI LESSONS__
3. In your Learning Group design a 15-minute lesson that you will teach to the class that involves an activity and provides the opportunity for you __to practice__ **using questioning for assessment, wait time 1 and 2, and giving feedback**. In the past lessons have been about: making balloon animals, folding paper planes, analyzing a poem, a problem solving challenge to develop new rules for parking at URI, do a task such as line up from oldest to youngest without talking, situations in which a dilemma occurs, and so on. Mini-Lesson Instructions: For ideas on mini lessons click here == Expectations for the midterm: Be prepared to identify and explain effective questioning and feedback practices. Also be prepared to list Do's and Don'ts (especially see table 5.4 and 5.5). Given a classroom scenario you should be able to generate a variety of effective questions appropriate for the situation. You should also be able to identify effective feedback practices and explain alternative feedback practice in a given scenario. ==