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>>Ms. Amberson: So today we're going to be thinking about this question as we read. Okay?
I want you to listen closely.
Do you agree with the author that the United States and the USSR impacted
South Korea and North Korea enough to cause the split into separate countries?
So as we were reading you guys found, Oh yeah it says that North Korea was influenced
by USSR, South Korea was influenced by the United States. Do you think
that that influence was enough to cause Korea to split or do you think there was
something else happening?
OK, today I am preparing questions for an article that is at several different levels
called "what you need to know about north Korea and it's nuclear program".
So the scholars have been working on reading this article for a couple of days.
We read through it slowly together. I ask questions and we're learning the skill
of annotating text. So uh I set out post-its for myself in the morning.
I go through - I keep a list of sentence or-excuse me um question stems and
uh sample questions for Bloom's and Costas
and as I read through the article every morning at each level, I identify areas
where they would best lend themselves to different levels of questioning.
And then I attach a little post-it note to the lesson so that during that lesson
I'm able to pick it up and immediately run with it instead of forgetting or trying
to do it on the fly which even as a veteran teacher is often impossible to come up with
higher level questions while you are in the middle of teaching a lesson.
The leader of North Korea is now Kim Jun Un, the son of Kim Jun Il.
Okay, so first let's just think back to that paragraph. Does that have any information
that we could underline that will help us decide how the Kim regime would react if the
United States interfered in the North Korean nuclear program.
Although I do occasionally come up with a question as it strikes me in the middle
of a lesson, the majority of my questions are prepared in advanced. Uh because
otherwise I find myself tending to use the really basic questions: level 1, level 2
and not pushing my scholars because as I'm thinking through, they're not going to occur
to me unless I've prepped ahead of time and really sat down and created stems
and pointed to places in the lesson where they would be appropriate.
So you think that the Kim regime would not allow United States' interference because
they would actually fight back even if it meant going to war with the United States.
>>Mr. Doll: So my next question that I want you to think about
is
if I'm working with a function,
sin, co-sign, or tangent and
our input is an angle,
with this triangle
am I limited on how many-on what kind of numbers I can put in.
My question is, if I'm solving with sin, co-sin, or tangent,
and I'm using a triangle
is there a limit? What's my domain?
Is there a limit to my domain?
Can I use any input number? Can I use any angle measurement?
Or are there limits?
Take a minute and talk about it at your table.
I think when were creating questions and-and
the better our questions the more deeper we go, the more we want to engage their thought,
the more time we need to give them to think about it.
And there are some students that will hear a question and have a thought right away and
sometimes when those answers come out immediately every other student stops their
thought process. And we really want to encourage every student to kind of get
that depth and that thought. So allowing students to have a minute or so
to have a discussion
allows that student that has that immediate thought to voice that
and sometimes helps those students that weren't quite clear of the direction of the
question to hear it from their peer and paraphrased so to speak. Or they could also
call me over to paraphrase it as well, but it also -also offers an opportunity
for the student that didn't have their thought yet to have a minute to kind of
review the information and think about it and come with their own ideas. And as a group
then have a discussion.
Pick somebody at your table
to have an idea what did you talk about.
And I'm going to point to the table and you're going to tell us real quick
just...it's not right or wrong, what did you come up with.
The question was can we use any value using a right triangle for an input
for sin or co-sin. Starting here.
>>student: I think we could use um like just normal numbers, positive numbers,
um decimals, uh we didn't discuss that, but I had an idea about negative numbers
because if we had an angle that was 170 degrees and another one that was 15
and negative 5, that would still equal 180.
>>Mr. Doll: Great idea. Hold onto that thought.
I use a Mobi Interwrite Board to engage direct instruction
and on the Interwrite board there's a little plastic flap that's removable.
And you can put a piece of paper there, a drawing if you want to trace over it.
I put my questions there so I have a quick guide, a reference. I can look down
and see where am I at in my questioning, where in my lesson. And also to make a
mental note where do I pick up on the next day, and then continue.
>>Ms. Gapp: What is your claim? What did you claim that the theme is at this point?
Okay, so first person: Um Diana, what did you think?
>>Diana: The theme of this book is the grass isn't greener on the other side.
>>Ms. Gapp: Oh. Now let me ask you something. Why-why do you think that?
Sometimes you can ask a question in class and if that student gets it right, stretch it
a little bit more just to increase that rigor. They have the confidence there
because they got the first question correct. Uh, but if you ask
Hey why do you think that? What in the text stated that?
Why do you think that's the lesson learned? I agree with you 100 percent.
But what's happened in the book that's led you to believe that?
>>Diana: Because...
because they've been having trouble at sometimes. But they try their best to
figure out the things they have trouble with.
>>Ms. Gapp: Now let me kind of guide your thinking a little more.
So you're saying grass isn't always greener on the other side, right? So are they
on the other side of something at this point? Are they home?
I think it's really important when you ask students questions, if they get the wrong
answer, find something correct in what they said whether it's they answered the
the question in a complete sentence appropriately or maybe they got part of it
right. Really highlight that and then ask more questions to-to lead them
in the right-right direction.
>>Mr. Tacchia: Talk in your groups about how is Swift using satire to deliver his message.
Discuss in your groups how is swift using satire.
>>student 1: Swift uses like...
uses so much of an exaggeration it's just humorous to have problems with poverty.
>>student 2: Um, I feel like Swift uses satire to deliver his message by having
like humorous ways kind of um to get people to read his themes more. Be more interested
in what he has to say and maybe take into consideration his modest proposal.
>>Mr. Tacchia: An excellent strategy to get students to participate more in your
classroom when you are questioning them is to let them do a quick pair share.
You can either do this by having them share in groups, they can share with a partner.
This way you get more students interacting and verbalizing their thoughts before they're
put on the spot in having to answer it in front of the entire class.
Diana, how is-how is Swift using satire to deliver his message?
>>Diana: So basically he uses humor to grab the audience's attention.
Because it seems if he uses a more serious approach that people might just ignore him.
>>Mr. Tacchia: Excellent answer, that's absolutely right.
I think there's more value in students having to go through that academic
struggle a little bit when they're-when they're thinking about a question
rather than the teacher just giving them the answer. The more teachers can
give them that wait time. Give them time to process and think, that's where the real
learning happens.
>>student: I believe Swift is bringing um sarcasm very much to the table to kind of
broaden the idea that maybe they should do something.
They're trying to guild trip the wealthy.
>>Mr. Tacchia: Absolutely. It's a good-good way to direct it towards that wealthy
audience. Um, I like what you said, to guilt them into feeling bad about the
situation and wanting to do something.
Good answer.
>>[teacher and students reading together]: Even without seat belts the children are kept
snug. They are like eggs in a carton sitting close together. Only six states have laws
requiring seat belts...
>>Ms. Rolland: Close reading is definitely a good uh strategy to uh to come up with
other types of leveled questioning because with close reading, you are doing repeated
readings.
And I'm going to go ahead and focus on our first text dependent question. So eyeballs
>>students: Click.
>>Ms. Rolland: Okay, so I want you to think about what you guys have just read and the
question today is: why do you think Dawn wants school buses to have seat belts
for their riders? So I'm going to go ahead and have you guys think first.
What I usually do first in order for me to come up with a question, is I-I use backwards
design planning. And what that means is basically I am um putting the end goal in mind.
So I start off with what I want my students to accomplish and then from there I develop
instructional tools that I need to accomplish those goals. And then I
also develop different levels of questions.
Okay, so again, why do you think Dawn wants school busses to have seat belts
for their riders?
Yes, Mr. David?
>>Ms. Rolland: Okay, so tell me more about that experience. There-there was that experience
in the article, so ca you elaborate on that Mr. Steven?
>>Steven: Um one is Dawn wants seat belts for the school bus for to
protect our um-uh the kids who do not get injured or crash
to be safe to come home safely.
>>Ms. Rolland: Okay, and um yes David, go ahead.
>>David: Sadly the bus...
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