special education part 2 leadership presentation by agra vagners
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Special Education Part 2 Leadership Presentation By Agra Vagners. Questioning. Agenda Ice Breaker Introduction What do we know about asking questions? Definition & Theoretical Framework Q-Chart Activity Why are we teaching our students to ask questions? Teaching Strategies Reflection - PowerPoint PPT PresentationTRANSCRIPT
Special EducationPart 2Leadership PresentationBy Agra Vagners
Questioning
AgendaIce BreakerIntroduction
What do we know about asking questions?Definition & Theoretical Framework
Q-Chart ActivityWhy are we teaching our students to ask
questions?Teaching Strategies
ReflectionQ&A
What do we know about asking questions?
Questioning help children activate and organize their thinking and
learning in order to answer a specific question
Readers purposefully and spontaneously ask questions
before, during, and after reading.
Readers ask questions for many
reasons
Clarify meaningSpeculate about text yet to be
read Determine an author`s style,
intent, content, or formatFocus attention on specific
components of the textLocate a specific answer in the
text or consider theoretical questions inspired in the text
What do we know asking questions?
How does asking questions help the reader ?
How do readers figure out the answers to their questions?
Thinking about Questioning
Readers determine whether the answers to their questions can be
found In the text or whether they
will need to infer the answer from
the text , text background knowledge, and/or an
outside source
Readers understand the many
of the most intriguing questions
are not answered explicitly in the text ,
but are left to the readers
Interpretation.
Readers understand the hearing others’ questions inspires new ones
of their own; likewise, listening to others’ answers
can also inspire new thinking.Readers understand that the
process of questioning is used in other
areas of their lives , both personal and academic.
Readers understand that asking questions deepens their
comprehension.(Adapted form Keene and PEBC)
Q-Chart
IS DID CAN WOULD
WILL MIGHT
WHO
WHAT
WHERE
WHEN
WHY
HOW
Forming QuestionsIn order to form a question, you first
select one word from the left hand side of the Q chart
(Who, What, Where, Why, When, How)Then select a word from the upper
column (is, did, can, would, will, might) to form the question
Now move across and down the chart following your 2 selected question prompts to locate the square where the question will be recorded. (i.e: “Where will the story take place?” is recorded in the 3rd row down, 5th column over)
Forming Questions
The following Q chart shows 4 different sections which indicate the various levels of questioning. The further down and over to the right you move, the higher the level of thinking questions.
IS/ARE DID/DO CAN WOULD
WILL MIGHT/COULD
WHAT
WHERE
WHO
WHY
HOW
FACTUAL
PREDIC
TIVE
ANALYTICAL
APPLICATION/SYNTHESIS
Purpose of Using Q-Charts
Q-charts are a tool that teachers use to help their students develop many
skills. When Q-charts are used along with a
read aloud, rich opportunities are provided for literacy development.
Purpose of Using Q-Charts
Deepen comprehension skillsStrengthen ability to predictDevelop questioning skillsModel what good readers doDevelop attentive listening skillsAssess students to inform instructionProvide a forum for sharing and discussing
(PHOTOGRAPHS BY VALDIS KIETIS)
Every child possesses comprehension strengths. Often these pockets of understanding are crying out for detection, but frequently their potential is ignored.
These strengths, which may be in non-academic area, can be especially valuable for the development of academic skills. It has been shown that one of the best ways to learn how to read is by reading in areas that one knows a lot about.
(Recognizing Comprehension Strengths pg.140)
What Dr. Mel Levine Saysabout Comprehension?
Give an opinion (EVALUATION)
Create something new(SYNTHESIS)
Compare/contrast(ANALYSIS)
Relate to real life(APPLICATION)
Summarize/explain(COMPREHENSION)
Recall facts(KNOWLEDGE)
Bloom`s Taxonomy Adapted for Use with Literature
Knowledge/get the facts: What is ______? Can you recall ______? How would you explain______?
Comprehension/understand the facts: What is the main idea of______? How would you summarize______? What facts or ideas show______?
Application/make a connections : What examples can you find to ______? How would you show your understanding of______?
Analysis/take apart: How would you classify______? What conclusions can you draw? Why do you think______?
Synthesis/create something new: What would happen if______? Suppose you could ______. What would you do?
Evolution/give an opinion: What is your opinion of ______? Why was it better than ______? What judgment would you make about______?
DecodingPhonological Awareness
Letter-Sound Recognition
Spelling and VocabularyFluency
ComprehensionThinking
Making MeaningUnderstanding Metacognition
READING
Strategies
Anchor LessonsQuestioning web
Q-ChartThinking about questioning chart
ModelingRead alouds
Hands-on activityInvolved discussionsPerusing written text
Positive reinforcement
RepetitionChunking , short
sentences , slow pace Emphasize critical
points Visualization
Musical/ rhythmic activities
Illustrated dictionary Word maps
Pre-teaching vocabulary Teach abstract language
– metaphors, figures of speech, and proverbs
Proximity
Comprehension strengths can also be used to help children develop and employ expertise which can kindle enthusiasm for learning , at the same that it can provide practice in good
organizational skills and strategies. Such tactics are most easily incorporated within
context of good understanding of the subject matters.
Reflections
Dr. Mel Levine
It is not sufficient merely to understand in school. Somehow students must keep on demonstrating that they comprehend and that they can think and create independently. They do so by creating products , such as written reports, spoken response , or test papers. They must concentrate , remember, and understand as they develop different modes of achieving results.
(Dr. Mel Levine)
“What we think, we become.
” Buddha 563-483 B.C.E.
RESOURCES
Debbie MillerReading with Meaning
Dr. Mel Levine Educational Care (2nd Edition)
Hooked on Thinking.Ann Paziotoupulos, Marianne KrollThe Reading Teacher; Apr.2004;57;7; Education Periodicals pg.672
Purposely Teaching for the Promotion of Higher – orderThinking Skills: A Case of Critical Thinking Barak Miri , Ben-Chaim David, Zoller UriRes Sci Educ (2007) 37;353-369
http://www.lkdsb.net/Program/elementary/junior/Q%20Charts%20Presentation.pdf