responding when students don’t get it
DESCRIPTION
Responding When Students Don’t Get It. Doug Fisher and Nancy Frey www.fisherandfrey.com. Zone of Proximal Development. Scaffolding. “As easy as learning to ride a bike ”. “As easy as learning to ride a bike”. Scaffolds extend the range of the worker. Goal is - PowerPoint PPT PresentationTRANSCRIPT
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Responding When Students Don’t Get It
Doug Fisher and Nancy Frey
www.fisherandfrey.com
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Zone of Proximal Development
Zone of Proximal Development
ScaffoldingScaffolding
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“As easy as learning
to ride a bike”
“As easy as learning
to ride a bike”
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Scaffolds extend the
range of the
worker
Scaffolds extend the
range of the
worker
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Goal is
Productive success
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Robust questions
Prompts
Cues
Direct explanation
and modeling
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Robust questions
Prompts
Cues
Direct explanation
and modeling
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Teacher Poses a Question
Student responds
Is the answer appropriate?
Yes No
Prompt to activate background, focus on cognitive and
metacognitive processes
Probe to elicit more information
Is the answer appropriate?
Is the answer appropriate?
Yes Yes
No No
Pose new question
Cue to shift attention to information source
Is the answer appropriate?
No Yes
Pose new question
Offer direct explanation and modeling
Pose original question again
Pose new question
START
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Robust Questions to Check for Understanding
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Teacher Poses a Question
Student responds
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ElicitationElaborationClarifyingInventiveDivergentHeuristic
6 Types
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Questions should be used to
assess what initial instruction
has stuck, and what hasn’t
Questions should be used to
assess what initial instruction
has stuck, and what hasn’t
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ElicitationElaborationClarifyingInventiveDivergentHeuristic
Most
Commo
n
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“Who was the first president of the United States?”“What are the three kinds of atomic particles?”“When did the main character decide to leave home?”“Where did the Confederate Army surrender to the Union Army?”“Why do caterpillars make a chrysalis?” “How does Marty get food to feed Shiloh?”
Often described as
reproductive questions
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Draws on the first three levels of
Bloom’s Taxonomy
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85% of novice teachers’ questions are recognition and recall
Tienken, Goldberg, & DiRocco, 2009
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Experienced teachers asked this type of question
68% of the time
Tienken, Goldberg, & DiRocco, 2009
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Teacher: What is a nocturnal animal?Student: An animal that stays awake at
night.Teacher: Good. What is a diurnal
animal?
I-R-E
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It’s a problem when
there’s nothing to follow the initial question.
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Robust questions
Prompts
Cues
Direct explanation
and modeling
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Teacher: What is a nocturnal animal?Student: An animal that stays awake at
night.Teacher: Tell me more about that. Does a
nocturnal animal have special characteristics?
Student: Well, it doesn’t sleep a lot. Probe
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Teacher: What is a nocturnal animal?Student: An animal that stays awake at
night.Teacher: Tell me more about that. Does a
nocturnal animal have special characteristics?
Student: Well, it doesn’t sleep a lot.
Misconception
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ElicitationElaborationClarifyingInventiveDivergentHeuristic
Most
Commo
n
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Elaboration and
Clarification questions invite students to expand on answers
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Open-ended questioning technique
Elaboration questions probe
“Tell me more about what you mean by that.”“What would you do next?”“What does this mean to you?”“And what happened after that?”“How did you feel about that?”“How would that work?”
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“How do you know that is true?”
“Could you give me an example of that?”
“You said tornadoes are more dangerous than earthquakes.What are your reasons for that?”
“Why do you think Swimmy would be a good friend?”
Clarifying questions return
the student to the text
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ElicitationElaborationClarifyingInventiveDivergentHeuristic
Most
Commo
n
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Draws on the top three levels of
Bloom’s Taxonomy
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To move to higher-order questions
• What• When• Where• Who• Which
Use Less Of Use More Of
• Why• How• Suppose• Justify• Example
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Prompting for Cognitive and Metacognitive Thinking
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Teacher Poses a Question
Student responds
Is the answer appropriate?Yes No
Probe to elicit more informationPrompt to elicit background knowledge
Focus on cognitive/metacognitive
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Questioning is about
assessment
Prompting is about doing
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Background knowledge prompts
invite students to
use what they know to resolve problems
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Teacher: What is a nocturnal animal?Student: An animal that stays awake at night.Teacher: Tell me more about that. Does a nocturnal
animal have special characteristics?Student: Well, it doesn’t sleep a lot.Teacher: I’m thinking of those pictures we saw of the
great horned owl and the slow loris in the daytime and at night. Does your answer still work?
PROMPT
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Process or Procedure Prompts
To perform a
specific task
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Reflective prompt
knowing about knowing
“What did you learn today?”“What did you learn today?”
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Heuristic prompt
Informal and less defined
“Make a graph so you can see it.”“Make a graph so you can see it.”
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How do you find parking?
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Before the Reading During the Reading After the Reading
Based on this title, what do you expect this book will be about? Have you read other books by this author? What do you expect? What do you already know about ____ before you begin reading? When you read the reviews on the back cover, did it change your expectations?
What do you know about ____ so far? What do you expect will happen next? What has happened so far? Take a look in the text for clues. Have you experienced something like this?
What surprised you? Was that what the author wanted? Does this remind you of any other books you’ve read? If a person wanted to know more about this subject, where could they look? Who would you recommend this to?
Heuristic prompts in reading
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Cues to Shift Attention
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Teacher Poses a Question
Student responds
Is the answer appropriate?
No
Probe to elicit more informationPrompt to elicit background knowledge
Focus on cognitive/metacognitive
Yes
Is the answer appropriate?
Is the answer appropriate?
YesYes NoNo
Pose new question
Pose newquestion
Cue to shiftAttention to
Information source
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Cues
Shift attention to sources of
information
More direct and specific than prompts
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the expert commentator sees things you don’t
cues do the same for
novices
Attention grows with competence
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Visual
Physical
Gestural
Positional
Verbal
Environmental
6 Types
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Visual Cues
Direct attention to print
Circling, highlighting, underlining passages
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Physical Cues
The most overt
Hand-over-hand; touching elbow
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Gestural cues
do not involve touching
are purposeful and precise
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Positional cues rely on movement
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Verbal Cues“Watch out. This is where lots of people make a mistake.”
Emphasis CuesRepeatingIntonationPausing
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Proximity
Environmental print
Manipulatives
Interactive whiteboards
Environmental Cues
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Direct Explanation and Modeling
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When prompting
and cueing fail, it’s time for
direct explanation.
When prompting
and cueing fail, it’s time for
direct explanation.
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QUESTION
Responds
Appropriate? No
Probe PROMPT
Yes
Pose original question again
NewquestionCUE
Is the answer appropriate?
Appropriate? Appropriate?YesYesNo No
Pose newquestion
Newquestion
YesNo
OFFER DIRECT EXPLANATIONAND MODELING
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Direct Explanation
Take care not to re-assume responsibility too quickly
Identify
Explain
Think aloud
Monitor
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Direct explanation
when needed
Cues to shift attention
Cognitive/Metacognitive
Prompts
Robust questions
to check for understanding
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Look for evidence of teachers using questions, prompts,
cues, and direct explanation in guided instruction.
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Guided Instruction video