Denver Public SchoolsDiving Into the Revised FrameworkTaking a Closer Look at Questioning

Content/Language Objective 1

• Participants will explain orally and in writing the indicators where questioning has been incorporated into the revised Framework using target vocabulary from the revised framework with the whole group.

Content/Language Objective 2

• Participants will verbally compare and contrast the purposefulness of questioning within two video taped lessons using language from the framework.

Agenda

• Overview of revisions• Identify references to questioning on

revised Framework• Apply questioning to two lessons• Identify what these revisions to

questioning mean for your lesson planning and instruction

THINK, DISCUSS, SHARE

–Take 1 minute , record on a sheet of paper the purposes for questioning. –Take 3 minutes and share

responses with others at your table.–We will take 5 minutes and create

a room chart of the purposes for questioning.

Where is Questioning Referenced on Framework?

• Read through the Effective column on the Revised Framework

• Note each Indicator that references criteria for Questioning Indicator I.2 – Rigorous Tasks Indicator I.5 – Checks for Understanding Indicator I.6 – Differentiation Indicator I.8 – Communication and

Collaboration

Questioning

• How does the placement of questioning within the framework connect to what you identified as the purposes for questioning? • What does this mean for you as you plan for the use of questioning?

Purposeful Use of Questioning

What makes questioning purposeful?I.2- Rigor

• Aligned to objective

• On higher levels of Bloom’s

• Students explain their responses/

• thinking• Students ask

questions

I.5 - Checks

• Aligned to objective

• Most students formulate responses

• Variety of response methods – not just volunteers

• Teachers acts on responses

I.6 – Differentiation

• Aligned to objective

• Use of different questions for different students

• Use of different question structures

• Wait time • Understandab

le • Clear • Concise

I.8 – C/C

• Aligned to objective

• Students ask questions

• Students respond to peers’ questions

Masterful Content Delivery• The order of Indicators under the

Instruction Domain represents the chronological order for how a teacher should effectively plan classroom lessons.

I.1

• Develop Content / Language Objectives

I.2

• Select / Create Tasks

I.3

• Choose Instructional Method

I.4

• Incorporate Opportunities to Develop and Use Academic Language

High Impact Instructional Moves

• High-Impact Instructional Moves: During instruction, effective teachers enact essential instructional moves (practices):

I.5

• Use Formative Assessments to Check for Understanding

I.6

• Differentiate Data Based on the Checks for Understanding

I.7

• Provide Academic Feedback Based on Student Responses

I.8

• Create Opportunities for Students to Communicate / Collaborate While Learning

What Are You Thinking?

Take 2 minutes and discuss with others at your table–What are your initial thoughts? •Questions?•Comments?

Applying Questioning to a Lesson

• We will view a clip from an elementary math class

• Your Job: –Script evidence for the use of questioning

Debriefing Lesson

• Take 5 minutes and record your evidence for questioning based on the four Indicators – I.2, I.5, I.6, I.8

• Take 10 minutes and discuss with your group where you placed evidence for questioning. Include the WHY for your decisions.

Was Questioning Purposeful?

• How did the teacher’s use of questioning connect to the chart we created?• What made the teacher’s use

of questioning purposeful or not purposeful?

Applying Questioning to a Lesson

• We will view a clip from another elementary math class.

• Your Job: –Script evidence for the use of questioning

Debriefing Lesson

• Take 5 minutes and record your evidence for questioning based on the four Indicators – I.2, I.5, I.6, I.8

• Take10 minutes and discuss with your group where you placed evidence for questioning. Include the WHY for your decisions.

Was Questioning Purposeful?

• How did the teacher’s use of questioning connect to the chart we created?• What made the teacher’s use

of questioning purposeful or not purposeful?

What Does This Mean for You?

How do you plan and implement questioning so that it is purposeful?

What decisions will you need to make when planning?

What actions will you need to take during instruction?

Content/Language Objective 1

• Participants will explain orally and in writing the indicators where questioning has been incorporated into the revised Framework using target vocabulary from the revised framework with the whole group by:a) Creating a room chart with the

whole groupb) Reading the revised Framework,

noting locations of questioningc) Discussing with the table group

Content/Language Objective 2

• Participants will distinguish the effectiveness category of two teacher’s lessons using comparative adjectives :a) from a word bankb) categorizing evidence on a graphic

organizerc) Discussing rationale for category

placement with the whole group

Denver Public Schools

• Feedback for us…

What was helpful?

What can we do to make this experience even more useful?

Thank you for your time with the revised Framework today!