"Shifting Beyond the Facts" Presentation

Report
CTE PRESCHOOL
TRAINING
AUGUST
2013
SHIFTING BEYOND THE FACTS:
ADDRESSING COMMON CORE THROUGH
EVIDENCE-BASED QUESTIONS
HOW CAN YOU ENGAGE YOUR
STUDENTS IN HIGHER LEVEL THINKING?
LINK HERE
How does
Evidence-Based Questioning
impact the teaching & learning
process?
Focus Area
Session
CTE Instructional Staff
Handout #1



Understand the questioning process through the lens of highly
effective teachers.
Refine your understanding of question & task classification systems.
Understand the design of evidenced based questions aligned to
CCSS.
I Do, We Do
Session 2
Develop a Deep Understanding



Deepen knowledge of essential outcome questions.
Define a coherent and precise sequence of questions & tasks
within the scope of an effective lesson.
Apply knowledge by evaluating teacher instruction.
Lunch
You Do
Guest Lectures from Local Business Leaders
Creating a Coherent and Precise Questioning Sequence
Session 3
How does
evidencebased
questioning
impact the
teaching and
learning
process?
Overview
Session 1
Essential Knowledge

Create a lesson with an essential outcome question and develop a
coherent and precise sequence of questions & tasks in order to
support students throughout the learning process.
Connect the EVIDENCE-BASED QUESTIONING PROCESS to
the teacher evaluation.
Refine your understanding of QUESTIONING.
Understand the DESIGN OF EVIDENCED-BASED QUESTIONS
and tasks aligned to the CCSS and its instructional shifts.
Learn the components of an ESSENTIAL OUTCOME QUESTION.
Understand how to STRUCTURE COHERENT AND PRECISE
LESSONS using a sequence of questions and tasks to effectively
address standards.
HOW WILL THIS PRESCHOOL TRAINING
HELP ME?!
• Connect the evidence-based questioning process to the
TEACHER EVALUATION.
 Provide a context for identifying complexity of questions and tasks.
 Understand the design of evidenced based questions and tasks aligned to
the CCSS and its instructional shifts.
 Learn the components of an essential outcome question.
 Understand how to structure coherent and precise lessons using a sequence
of questions and tasks to effectively address standards.
1A
• Lesson plans include extensive use of
higher level thinking skills, activities and
application.
1C
• Instructional outcomes are stated as
goals reflecting high-level learning and
state standards.
1E
• Lessons have a clear structure and reflect
effective knowledge of grade level,
school, or district strategies and resources
found in the instructional standards
and/or Academic Plan.
3A
• the teacher effectively develops students’
understanding of the objective by
communicating what students will know or
be able to do by the end of the lesson,
connecting the objective to prior
knowledge, and explaining the importance
of the objective.
3B
• the teacher regularly asks questions that
reflect high expectations and are culturally
and developmentally appropriate, always
allows sufficient time for students to answer,
promotes critical and creative thinking,
ensure that all voices are heard, and
frequently responds to students’ correct
answers by probing for higher level
understanding in an effective manner.
•
Connect the evidence-based questioning process to the teacher
evaluation.
 Provide a context for identifying complexity of questions and tasks.
 Understand the design of evidenced based questions and tasks aligned to
the CCSS and its instructional shifts.
 Learn the components of an essential outcome question.
 Understand how to structure coherent and precise lessons using a sequence
of questions and tasks to effectively address standards.
…let’s make sure
we’re all on the same page…
…when it comes to Questioning Systems.
DOK1:
List, Match, Recall,
Define…
DOK4:
Webb’s
Depth of
Knowledge
Bloom’s
Taxonomy
Critique, Design,
Analyze, Create…
Which one will
we use in this
training???
FCAT
Cognitive
Complexity
 FLDOE implemented a new classification system based
on Webb’s Depth of Knowledge (DOK) levels.
 Classifying items by their level of complexity allows for
focus on the expectations of the item, not the ability of
the student.
 The item’s demands are made with the assumption
that the student is familiar with the basic concepts of
the task.
Low
Moderate
High
Basic
Accomplished
Exemplary
Handout #2
CONTENT-AREA INFORMATION:
ACTIVITIES FOR IT
Low
Recall or recognize a
fact or term.
List the steps to properly
use a computer to...
Follow step by step
instructions from a
tutorial.
Moderate
High
Compare or contrast IT
terms.
Analyze the components
of a computer and how
they work together to
function.
Explain how peripherals
interact.
Solve a real-world
problem involving
connectivity to a
password protected wi-fi.
Resource prior
knowledge to enhance
your product.
Apply prior knowledge
to create a step by step
tutorial.
LOW Complexity Key Words
DESCRIBE
LABEL
MATCH
LIST
NAME
MODERATE Complexity Key Words
COMPARE
CONSTRUCT
EXAMINE
ADAPT
APPLY
HIGH Complexity Key Words
EVALUATE
PREDICT
DESIGN
PLAN
CREATE
Sample Low Question
MOS Certifications
68
70
60
50
43
40
Word
40
32
30
23
20
15
26
20
16
13 12
10
3
0
Mr. Wynn
Mr. Thomson
Mrs. Smith
PowerPoint
Outlook
Bundle
If teachers
earn $10 per
Bundle
Certification,
how much
money will
each teacher
earn?
SAMPLE MODERATE QUESTION
CAPE Funding
$120,000.00
$100,000.00
$80,000.00
2011-2012
$60,000.00
2012-2013
$40,000.00
$20,000.00
$0.00
A
B
C
D
E
Compare the CAPE funds awarded to each School A-E,
then determine what schools have made gains from
2011-2012 to the 2012-2013 school year. Create a chart
of schools that made gains in descending order, include
the percent of increase for each school.
SAMPLE HIGH QUESTION
CAPE Funding
$120,000.00
$100,000.00
$80,000.00
2011-2012
$60,000.00
2012-2013
$40,000.00
$20,000.00
$0.00
A
B
C
D
E
Analyze the chart to identify the schools that experienced a
decrease in CAPE funding during 2012-2013. Based on your prior
knowledge and information provided in the Certification Procedures
document, develop an action plan for the under achieving schools
to raise their CAPE funding for the next school year.
Extending the length of question alone does
not create rigor!
Having multiple questions,
including the graph, does
not make the level of the
question more complex.
There are actually 3
questions here, but none
are high complexity.
QUESTIONS
1. By looking at the graph what percentage of people have at least one
computer?
2. How many people owned 3 or more computers?
3. Are European users or American users more likely to own a computer?
You Do…
Handout #3
Rate the following questions as LOW, MODERATE or HIGH, and
be prepared to justify your answers.
the default PowerPoint chart type.
1. Name
a. Column chart
b. Bar chart
c. Line chart
d. Pie chart
design can be improved upon. Think about your own city or town.
2. Every
What are its major design problems? Write a list of three problems and
describe what impact these problems have on your community.
family of four brings in $2500/month income. Create a monthly budget to
3. Aprovide
housing, utilities, food, clothing and incidentals to meet their needs.
4. Compare dietary needs of non-insulin and insulin-dependent diabetics.
Now you be the judge…
Handout #4
LINK HERE
1. Rate the complexity of each question & make instructional observations.
2. Work in groups to increase the complexity level.
(Reference Handout #2 for examples)
RAISE THE BAR!
Which
animals get
used to the
winter?
Identify the
similarities and
differences
between how
a rabbit and
deer prepare
for the winter.
If you were a
rabbit, how
might you plan
to survive the
winter?
Handout #4
LET’S KEEP SWIMMING
• Connect the evidence-based questioning process to the
teacher evaluation.
• Refine your understanding of question and task classification
systems.
• Understand the design of evidenced-based questions and
tasks aligned to the Common Core State Standards.
• Learn the components of an essential outcome question.
• Understand how to structure coherent and precise lessons
using a sequence of questions and tasks to effectively
address standards.
Essential Question:
How does Evidence-Based Questioning impact the teaching and
learning process?
THE CCSS* CALL FOR
EVIDENCE-BASED ANSWERS
Informational Text
•
•
•
•
•
•
Shift 1: Focus
Shift 2: Coherence
Shift 3: Fluency
Shift 4: Deep Understanding / Text-Based
Shift 5: Application
Shift 6: Dual Intensity
*Common Core State Standards
QUESTIONS AND TASKS SHOULD REQUIRE…
TEXTUAL EVIDENT RESPONSES
80%-90% of the CCSS Standards
in each grade require text
dependent analysis;
accordingly, aligned curriculum
materials should have a similar
requirement.
Progression of
Text-Dependent Questions
Spiraling/Scaffolding
DEFINITION OF A GOOD
TEXT-DEPENDENT QUESTION
A good text-dependent question is a good
question about that text, and that text only.
- Stu Greenburg
Text Dependent questions…










can only be answered correctly by close reading of the text
demand careful attention to the text
require an understanding that extends beyond recalling facts
often requires students to infer
do not depend on information from outside sources
allow students to gather evidence and build knowledge
provide access to increasing levels of complex text
call for careful and thoughtful teacher preparation
require time for students to process
are worth asking
RESULTS OF TEXT-BASED
QUESTIONING…
Prompting
students to
construct viable
arguments and
critique the
arguments of
others concerning
key content that is
detailed in the
standards.
Engaging students in
problem solving as a
form of argument; for
example students
may lay out the task
as well as justified
steps.
Explicitly attending to
the specialized
language of CTE.
Example of
NON-Evidence Based Questioning
Do’s & Don’ts of Social Media
• Should you Google yourself?
• Have you friended your present students?
• Can you be fired for what you post online?
A NEW PATH TO
TEXT-DEPENDENT QUESTIONS
Original:
Why are industry
certifications important
to career goals?
Revised:
What reasons and evidence
does the author provide in
the text argue the
importance of industry
certifications?
A NEW PATH TO
TEXT-DEPENDENT QUESTIONS
Original:
Do you believe it is
important to have a
properly written cover letter
and resume?
Revised:
Based on the article, what are the
differences between a poorly
written verses properly written
cover letter and resume?
A NEW PATH TO
TEXT-DEPENDENT QUESTIONS
Original:
Why is CTE important to
college and career
readiness?
Revised:
Could students still be college and
career ready if they have not had a
CTE course? Why or why not? Use
evidence from the text to support
your answer.
You Do…
**ENVELOPE ACTIVITY 1**
Organize the questions in the envelope in
categories of TEXT & NON-TEXT Dependent.
Not Text-Dependent
How does culture affect food
choices?
How would you upload your
video to the computer?
List the 3 stages in the
Production process.
Text-Dependent
According to National Geographic, how is
food choice determined by the culture in
which you were raised?
How does the Adobe Classroom in a Book
text tell you to upload your video to the
computer?
What does the website “Fundamentals of
Video Production” tell you the stages of
Production are? What step does the author
add to your own understanding of the
Production process?
5 BENEFITS OF
TEXT-DEPENDENT QUESTIONS
1. Learner ENGAGES in Technically Oriented Questions
2. Learner gives priority to EVIDENCE in responding to
questions
3. Learner Formulates Explanations from EVIDENCE
4. Learner Connects Explanations to Knowledge
5. Learner Communicates and JUSTIFIES Explanations
FOCUS ON THE ESSENTIAL QUESTION
The questions and tasks should focus on the
course content itself, not on having students
make personal connections or respond
personally to the text, task or project.
The reading and learning students
gather from the text are the focus. This
increased focus on how much the text
has to offer means much more of class
time will be spent discussing the text
and not students’ personal
experiences. This also means it will
always be necessary to read the text
and any question sets carefully when
preparing to use the text in instruction.
Questions and Tasks should not be built around a specific
strategy; strategies are not the focus of instruction.
The questions and tasks should be
built around the STANDARDS
(curriculum frameworks).
Students will use strategies to find evidence for their answers,
but what strategies they use will depend upon what
challenges they face. They will need modeling and discussion
from you to learn how to connect the right strategy to various
challenges.
EXPECT EVIDENCE…
When a student answers, make them
PROVIDE EVIDENCE:
 “Why do you think that?”
 “Interesting. Where did you locate that answer?”
 “What process did you use to find the answer?”
 “Could you explain that to me in another way?”
 “What is another strategy we could use to check
your results?”
This allows students to view the learning process from others.
Focus Area
Session
CTE Instructional Staff



Understand the questioning process through the lens of highly
effective teachers.
Refine your understanding of question & task classification systems.
Understand the design of evidenced based questions aligned to
CCSS.
I Do, We Do
Session 2
Develop a Deep Understanding



Deepen knowledge of essential outcome questions.
Define a coherent and precise sequence of questions & tasks
within the scope of an effective lesson.
Apply knowledge by evaluating teacher instruction.
Lunch
You Do
Guest Lectures from Local Business Leaders
Creating a Coherent and Precise Questioning Sequence
Session 3
How does
evidencebased
questioning
impact the
teaching and
learning
process?
Overview
Session 1
Essential Knowledge

Create a lesson with an essential outcome question and develop a
coherent and precise sequence of questions & tasks in order to
support students throughout the learning process.
WHAT’S NEXT?
• Connect the evidence-based questioning
process to the teacher evaluation.
“While questions which
elicit lower level thinking
are an important part of
teaching, they are useless
unless they build toward
questions which help kids
develop higher order
thinking skills.”
• Refine your understanding of question and
task classification systems.
• Understand the design of evidenced based
questions and tasks aligned to the CCSS
and its instructional shifts.
• Learn the components of an
essential outcome question.
-Benjamin Bloom
Essential Question:
• Understand how to structure coherent and
precise lessons using a sequence of
questions and tasks to effectively address
standards.
How does Evidence-Based Questioning impact the teaching and
learning process?
SCAFFOLDING VS. RESCUING
Real learning takes place when students do the
work on their own, engaging in the material and
making connections to what they know and to
other content areas.
Our job is to give them enough challenge to
engage, but not so much challenge that they
can’t succeed.
Scaffolding
Rescuing
requires students to
struggle
lets them give up and
wait for the information
builds supports for
students to build
meaning and transfer
skills
lets them wait until you
tell them what to learn
and how to do it
builds student
knowledge and
independence
builds dependence
and rote, capped
learning
Marzano, R. and Brown, J. (2009) A Handbook for the art
and science of teaching. Alexandria, Virginia: ASCD.
ESSENTIAL QUESTIONS…
DRIVE INSTRUCTION
Begin with the Essential Question
Next, create a plan.
 How will all learners engage in
learning…what is the hook?
 How will the students learn the concepts or
skills?
 How will you connect that concept to the
big picture and its relevance to the
essential question?
HOOK VS. ESSENTIAL OUTCOME
Hook
Essential
Outcome
• solicits learner’s attention, interest, and
makes learner receptive to the lesson that
follows
• a provocative question that fosters inquiry,
understanding, and transfer of learning
• forms the structural base on which learned
materials are developed for
conceptualization
• centers around the key knowledge you
want students to acquire at the end of this
lesson/unit
CTE EXAMPLES
HOOK
ESSENTIAL OUTCOME
• If I gave you a credit
 What effect does not paying your
• What is your favorite TV
 Break down the steps to create a TV
• What is a blueprint?
 Why is a blueprint important for
• Do all animals mate
 How does each species’
card what would you
buy?
show?
the same way?
bills have on your credit score?
show?
installing an electrical system in a
residential home?
reproductive functions benefit their
evolutionary success?
You Do…
**ENVELOPE ACTIVITY 2**
-Where does energy
come from?
-What does it take to
change the world?
-Where do stories
come from?
-What part does
elapsed time play in
our daily life?
Essential Outcome
Hook
Organize the questions in the envelope in
categories of Hook and Essential Outcome.
-How can we use
natural resources to
create energy?
-How did early
explorers change the
world?
-How much does
history influence
literature?
-How can we
determine the amount
of time that passes
between two events?
WHY IS THIS IMPORTANT?
• Connect the evidence-based questioning process to the teacher
evaluation.
•
•
•
Refine your understanding of question and task classification systems.
Understand the design of evidenced based questions and tasks aligned
to the CCSS and its instructional shifts.
Learn the components of an essential outcome question.
• Understand how to construct coherent and precise lessons using
a sequence of questions and tasks to effectively address
standards.
Essential Question:
How does Evidence-Based Questioning impact the teaching and
learning process?
UNDERSTANDING BY DESIGN
Answering an Essential Question develops an
understanding by creating a context and selfconnections.
The goal is to provide opportunities for deep
understanding and meaning, not simply create a
laundry list of skills and facts.
Instructional
approach for
creating
meaning:
• Explicit instruction (I do)
• Guided instruction (we do)
• Collaboration (you try)
• Facilitation (you do)
UNDERSTANDING BY DESIGN:
FOCUS ON THE LESSON
Now:
• “How do you solve the problem?”
Where We’re
• “What’s the simplest way to get
the
Going:
Where
We Are:
answer?”
meaning and
what content we will
transfer of concepts
cover
Transitioning:
for a deeper
understanding
• “How can you prove your solution is
correct?”
• “Did someone solve the problem another
way?”
ESSENTIAL QUESTIONS…
**FLIP CHART ACTIVITY**
HANDOUT #5
A DEEPER UNDERSTANDING
1. What are the
characteristics of
a hook?
2. What are the
characteristics of
a learning
goal?
(Objective)
3. What are the
characteristics of
an essential
question?
4. What is the importance
of differentiating,
providing a hook,
establishing a learning
goal, and essential
question for a lesson?
LET’S KEEP SWIMMING…
• Deepen your knowledge of Essential Outcome
Questions
• Apply your knowledge by evaluating teacher
instruction
Essential
How does Evidence-Based Questioning impact the teaching and
Question:
learning process?
Scaffolding or Rescuing?
Use the T-Chart to record the Essential Outcome Question and the Low,
Medium & High Complexity Questions asked by Seinfeld.
LINK HERE
Handout #6
A COHERENT AND PRECISE
SEQUENCE: SCAFFOLDING
Lessons and questions need to be
carefully structured to facilitate students
through a process of discovery.
Scaffolding multiple questions at
various levels of complexity will ensure
that the needs of all students in the
classroom are being met.
Scaffolding in Action
LINK HERE
Handout #6
COMPARE/CONTRAST
Seinfeld
Norm
Use the Venn-Diagram to compare Seinfeld’s instructional
sequence to Norm’s Example.
Note how each teacher addresses the essential question, the
order in which they asked L-M-H questions, use of visual aides,
and student engagement.
Handout #7
COMPARE/CONTRAST
Scaffolding Explained
(Spiraling)
LINK HERE
MAKE & TAKE
LOW
MODERATE
HIGH
Focus Area
Session
CTE Instructional Staff



Understand the questioning process through the lens of highly
effective teachers.
Refine your understanding of question & task classification systems.
Understand the design of evidenced based questions aligned to
CCSS.
I Do, We Do
Session 2
Develop a Deep Understanding



Deepen knowledge of essential outcome questions.
Define a coherent and precise sequence of questions & tasks
within the scope of an effective lesson.
Apply knowledge by evaluating teacher instruction.
Lunch
You Do
Guest Lectures from Local Business Leaders
Creating a Coherent and Precise Questioning Sequence
Session 3
How does
evidencebased
questioning
impact the
teaching and
learning
process?
Overview
Session 1
Essential Knowledge

Create a lesson with an essential outcome question and develop a
coherent and precise sequence of questions & tasks in order to
support students throughout the learning process.
CREATING A COHERENT AND
PRECISE SEQUENCE
Create a lesson with an essential
outcome question and develop a
coherent and precise sequence of
questions and tasks in order to
support students throughout the
learning process.
STEPS TO CREATING A
HIGHLY EFFECTIVE LESSON
Begin
with the
end in
mind.
Create a lesson plan that scaffolds and has a logical, Low,
Moderate, High progression.
Choose the standard(s).
Determine the objectives (learning goals) for the lesson.
Plan/Write the essential outcome question(s).
Draft questions or tasks that connect to and address the
essential outcome question(s).
5. Determine your spiraling sequence.
1.
2.
3.
4.
a)
b)
c)
Begin with low questions to build foundational knowledge.
Build rigor with moderate level questions.
Increase rigor with high level questions.
a)
Require students to refer back to the text to justify their answers and
provide support for arguments.
Handout#8
LESSON PLAN TEMPLATE
(ALL QUESTIONS MUST CONNECT TO ESSENTIAL OUTCOME QUESTION)
DON’T ABANDON THE HIGH LEVEL
QUESTIONS…
• Sometimes you will experience “crickets.”
• Don’t abandon the essential outcome question.
• For each high level essential outcome question,
create a moderate and a low question that can
support the students’ thinking process.
• Then return to the higher level essential outcome
question.
IN SUMMARY…
In small groups, discuss the answer to the Essential
Outcome Question – be prepared to share.
How does Evidence-Based
Questioning impact the teaching
and learning process?

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