EED 509 Module 3: Quality Questioning
Part I - Quality Questioning Responses
After reading and analyzing the Quality Questioning texts, I used both the Realtime Board platform as well as questions from Module three to form the responses below:
Chapter 1: From the chart on page 9, how will you commit to this cycle of questioning for your future classroom? Why? Justify your answer.
I will commit to this cycle of questioning for my future classroom by making this process a major factor in my lesson planning and assessing of my students. I know that question preparation will take the most of my time out of the steps in the process. These kinds of questions are not something I can come up with during a lesson because then they will not be as focused and intentional as something that could really help drive student thinking and learning. The cycle of quality questioning will be something I include in my classroom because it will help prepare my students for their future by working to develop their critical thinking skills.
Chapter 2: As a beginning teacher, explain how you might use this rubric in designing lessons and assessments in future work.
I find myself frequently using signaled responses to assess my students' surface-level knowledge. My current class responds well the kinesthetic movements that help form muscle memory so signaled responses benefit them. I do not do a good job of including response structures that engage my students in deeper thinking, but after reading the selection on pages 89-92 I think my students would respond best to Ink Think and Padlet response structures. We always have anchor charts to document our learning, but we usually create them by students sharing their learning with me and I put it on the chart. I think for our next weekly reading essential question anchor chart, I am going to try the ink think structure. My students would also respond well to Padlets in order to summarize our learning. We are currently working on summarizing as a reading comprehension skill and I think having the students respond to a padlet would be a good way to enhance this skill.
Chapter 3: As you review the Alternative Response section beginning on page 86, which response ideas most resonate with your teaching style? Describe how you will implement these in your future classroom.
I personally find the response form on page 151 to currently be the most challenging. This is my first-semester teaching on my own and, while I do understand how valuable real feedback is, I am struggling to find the time to conference with my students in a meaningful way. I only have 18 students but they seem to be on so many different levels in our content that finding methods and materials to support and bridge their learning gaps is exhausting. There is never enough time in our schedule and it always seems that when I finally do get to work through a round of feedback, it's time for more conferencing or a completely different concept.
Chapter 4: As you look at the poster, think of classrooms you've been in or lessons you've taught. Consider how establishing these norms could impact student learning. Now bring your thinking to your future classroom. Explain how you might set these norms in your own teaching.
The rubric on page 24 would be very useful as a first-year/beginning teacher because it would enable you to check your questions before you delivered them to your class. Personally, I think this extra step in "checking" my work would allow me to provide more effective questions and end up in less "learn from my mistakes" situations.
Chapter 5: Review the charts on page 150-151. As a new teacher, which of these responses do you think will prove most challenging in your classroom? Explain how you will purposefully implement this challenging approach.
Establishing the expectations on the poster on page 118 could essentially change the atmosphere of a classroom. My current students struggle with blurting out and I waste so much time reminding them to at least wait till they're called on that sometimes it feels futile. It has been hard with this group because I have only had them for half a year so I am basically having to go through August's procedures now. I think having this as a visual will really help my students remember the structure of wait times and it will help me to enforce the structure without constantly verbally reviewing.
Part II - Quality Questioning Realtime Board
Realtime Board is a fluid digital platform that allows users to create a custom map of their thoughts, findings, or events. I have used this platform once before and use it occasionally with my third graders because it is easy to use and allows my students the creativity they thrive on. I personally enjoy Realtime Board because I prefer web-like brain maps for my own note-taking purposes. Realtime Board allowed me to use my standard web design while having access on any of my devices. I also appreciate the potentially infinite frame this application uses in each of it's "boards". I could have easily mapped out my thinking for an entire text in one board instead of taking up several notebook pages as is my norm.
Part III - 21st Century Tool Review
Emaze
Emaze is an online presentation creation platform that allows users to create and collaborate on digital presentations. This tool does require some higher-level technological knowledge regarding editing terminology when working with presentation themes, backgrounds, fonts, and animations. I do not recommend students under the third grade using this without a major guidance. I personally enjoy using this platform because it allows presentation creators to easily incorporate many different forms of media into a presentation as well as to collaborate with others on a single presentation. I have used this platform with my current class of third graders and while it did take them a little longer to learn to navigate this than it did Google Slides, they remain very engaged while working in this application and have become experts in using the tool. I think this tool can connect to quality questioning in that it provides our students with another outlet to respond to our questions. I currently pose an essential question at the beginning of our reading units and allow my students to summarize their learning at the end of our unit by creating a short presentation of their understanding and knowledge.
Padlet
Padlet is an online bulletin board that can serve as a common area for students to share ideas and information. Padlet is easy to use on a variety of devices including smartphones, tablets, and computers but my third graders use it most efficiently on our iPads. Padlet allows users to create or edit bulletin boards that can then be shared with others in order to add content. While creating Padlet boards may be difficult for younger grades, all students can easily add to the platform once invited to edit. I have used this application with students as young as Kindergarten and my students could navigate the platform with ease and remain highly engaged. Padlet allows teachers and students to quickly assess understanding on a topic by viewing a collection of contributions. I have seen Padlets used for almost every stage of instruction from brainstorming about an objective, collaborating on the meaning of various vocabulary, responding to an exit ticket prompt, and as a "parking lot" for furhter questions or comments.
After reading and analyzing the Quality Questioning texts, I used both the Realtime Board platform as well as questions from Module three to form the responses below:
Chapter 1: From the chart on page 9, how will you commit to this cycle of questioning for your future classroom? Why? Justify your answer.
I will commit to this cycle of questioning for my future classroom by making this process a major factor in my lesson planning and assessing of my students. I know that question preparation will take the most of my time out of the steps in the process. These kinds of questions are not something I can come up with during a lesson because then they will not be as focused and intentional as something that could really help drive student thinking and learning. The cycle of quality questioning will be something I include in my classroom because it will help prepare my students for their future by working to develop their critical thinking skills.
Chapter 2: As a beginning teacher, explain how you might use this rubric in designing lessons and assessments in future work.
I find myself frequently using signaled responses to assess my students' surface-level knowledge. My current class responds well the kinesthetic movements that help form muscle memory so signaled responses benefit them. I do not do a good job of including response structures that engage my students in deeper thinking, but after reading the selection on pages 89-92 I think my students would respond best to Ink Think and Padlet response structures. We always have anchor charts to document our learning, but we usually create them by students sharing their learning with me and I put it on the chart. I think for our next weekly reading essential question anchor chart, I am going to try the ink think structure. My students would also respond well to Padlets in order to summarize our learning. We are currently working on summarizing as a reading comprehension skill and I think having the students respond to a padlet would be a good way to enhance this skill.
Chapter 3: As you review the Alternative Response section beginning on page 86, which response ideas most resonate with your teaching style? Describe how you will implement these in your future classroom.
I personally find the response form on page 151 to currently be the most challenging. This is my first-semester teaching on my own and, while I do understand how valuable real feedback is, I am struggling to find the time to conference with my students in a meaningful way. I only have 18 students but they seem to be on so many different levels in our content that finding methods and materials to support and bridge their learning gaps is exhausting. There is never enough time in our schedule and it always seems that when I finally do get to work through a round of feedback, it's time for more conferencing or a completely different concept.
Chapter 4: As you look at the poster, think of classrooms you've been in or lessons you've taught. Consider how establishing these norms could impact student learning. Now bring your thinking to your future classroom. Explain how you might set these norms in your own teaching.
The rubric on page 24 would be very useful as a first-year/beginning teacher because it would enable you to check your questions before you delivered them to your class. Personally, I think this extra step in "checking" my work would allow me to provide more effective questions and end up in less "learn from my mistakes" situations.
Chapter 5: Review the charts on page 150-151. As a new teacher, which of these responses do you think will prove most challenging in your classroom? Explain how you will purposefully implement this challenging approach.
Establishing the expectations on the poster on page 118 could essentially change the atmosphere of a classroom. My current students struggle with blurting out and I waste so much time reminding them to at least wait till they're called on that sometimes it feels futile. It has been hard with this group because I have only had them for half a year so I am basically having to go through August's procedures now. I think having this as a visual will really help my students remember the structure of wait times and it will help me to enforce the structure without constantly verbally reviewing.
Part II - Quality Questioning Realtime Board
Realtime Board is a fluid digital platform that allows users to create a custom map of their thoughts, findings, or events. I have used this platform once before and use it occasionally with my third graders because it is easy to use and allows my students the creativity they thrive on. I personally enjoy Realtime Board because I prefer web-like brain maps for my own note-taking purposes. Realtime Board allowed me to use my standard web design while having access on any of my devices. I also appreciate the potentially infinite frame this application uses in each of it's "boards". I could have easily mapped out my thinking for an entire text in one board instead of taking up several notebook pages as is my norm.
Part III - 21st Century Tool Review
Emaze
Emaze is an online presentation creation platform that allows users to create and collaborate on digital presentations. This tool does require some higher-level technological knowledge regarding editing terminology when working with presentation themes, backgrounds, fonts, and animations. I do not recommend students under the third grade using this without a major guidance. I personally enjoy using this platform because it allows presentation creators to easily incorporate many different forms of media into a presentation as well as to collaborate with others on a single presentation. I have used this platform with my current class of third graders and while it did take them a little longer to learn to navigate this than it did Google Slides, they remain very engaged while working in this application and have become experts in using the tool. I think this tool can connect to quality questioning in that it provides our students with another outlet to respond to our questions. I currently pose an essential question at the beginning of our reading units and allow my students to summarize their learning at the end of our unit by creating a short presentation of their understanding and knowledge.
Padlet
Padlet is an online bulletin board that can serve as a common area for students to share ideas and information. Padlet is easy to use on a variety of devices including smartphones, tablets, and computers but my third graders use it most efficiently on our iPads. Padlet allows users to create or edit bulletin boards that can then be shared with others in order to add content. While creating Padlet boards may be difficult for younger grades, all students can easily add to the platform once invited to edit. I have used this application with students as young as Kindergarten and my students could navigate the platform with ease and remain highly engaged. Padlet allows teachers and students to quickly assess understanding on a topic by viewing a collection of contributions. I have seen Padlets used for almost every stage of instruction from brainstorming about an objective, collaborating on the meaning of various vocabulary, responding to an exit ticket prompt, and as a "parking lot" for furhter questions or comments.
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