TLC Oct 11, 2018 QfL

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Questions to Guide Teacher Reflection and Critical Thinking:

Questions to Guide Teacher Reflection and Critical Thinking Steve Barkley October 2018

Questions to Guide Teacher Reflection and Critical Thinking :

Questions to Guide Teacher Reflection and Critical Thinking Instructional coaches are continually engaged in supporting individual teachers and teams of educators in continuous improvement through critical thinking. Questions are an important coaching skill set. In this session identify 11 questioning strategies to guide teachers in a process of gathering information, working with that information, taking action, and continuing the process.

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Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented

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Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex

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Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex

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Teachers Must Study Learning and Student Work Observe Think Experiment Create Standards Standards

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Teachers Must Study Learning and Student Work Observe Think Experiment Create Standards Standards

How are these roles present in your work?:

How are these roles present in your work? Presenting Training Facilitating

Presenting:

Presenting P P P P

Training:

Training Consider Experiment Practice T P P

Facilitating:

Facilitating F Leads to Action

How are these roles present in your work?:

How are these roles present in your work? Presenting Training Facilitating

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INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship IDEA Ideas Goals Options Changes Ways Possibilities Opportunities ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create Questions for Life Cue Words PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics

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ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar Questions for Life PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics Row 1: Gathering Information

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INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique Questions for Life Row 2: Working with Information

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IDEA Ideas Goals Options Changes Ways Possibilities Opportunities PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create Questions for Life Row 3: Taking Action

Questions for Life:

Questions for Life G Perceptions Generalizations Induction

Questions for Life:

Questions for Life G Perceptions Generalizations Perception Perceptions Perceptions Analysis

Questions for Life:

Questions for Life Perception Perception Same/Different

Questions for Life:

Questions for Life Friends A B

Questions for Life:

Questions for Life G G Generalization Generalizations Induction Insight G G

Questions for Life:

Questions for Life Appraisal / Evaluation (Same/Different)

Questions for Life:

Questions for Life 3 2 1 Summary Process 1. Gather Perceptions G G 2. Analysis ( Mindmap ) 3. Appraisal 1,2,3, etc. (Rank) 4. Summary

Questions for Life:

Questions for Life Evaluation Do you believe a difference is possible? (Why/Why not?)

Questions for Life:

Questions for Life The Creative Process Collection Incubation Illumination Verification

Questions for Life:

Questions for Life Prediction +

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INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship IDEA Ideas Goals Options Changes Ways Possibilities Opportunities ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create Questions for Life Cue Words PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics

Questions for a PLC meeting:

Questions for a PLC meeting Middle level teachers are concerned that students are completing tasks with compliance rather than engagement. They are concerned that the rise in complexity of standards will not be achieved without greater investment of effort from the students.

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Possible Questions What do you see and hear that causes you to label a student as compliant? (perception/analysis) What do you see and hear that is different when the student is engaged? (perception/same/different) Think of a time that several of your students came closest to that picture of engagement, what was the learning task like? (analysis) What generalizations can you make about students getting deeper engaged? (induction) What do you infer about learning tasks and student engagement? (insight)

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What do you think are two or three most important things to consider when planning a unit with a desire for higher engagement? (appraisal) How much responsibility do you take as a teacher do for gaining student engagement / Why? (evaluation) What ideas do you have for our best approach to proceed in experimenting with learning tasks to gain deeper engagement. (ideas) What would be the first thing you’d be looking for from students that would signal you are on the right track? (perception?)

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Questions for Life Listen as Steve thinks through the questions he might use… http://blogs.plsweb.com/2008/03/using-questions-in-coaching-conferences.html March 16, 2008 A fifth grade teacher tells you that she believes reading aloud is an important component of reading workshop time, but she doesn’t use it often because the students don’t listen during the reading. They fidget and are seldom able to respond to questions she asks.

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