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Bell Ringer: Look over the higher order questions (HOTs questions) you’ve used in your

Bell Ringer: Look over the higher order questions (HOTs questions) you’ve used in your classes for the weeks of Oct. 11-15 and Oct. 18-22. Pick three that you think would adapt well to your present unit and ones that you feel would truly enhance the thought level of your students.

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Bell Ringer: Look over the higher order questions (HOTs questions) you’ve used in your

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  1. Bell Ringer: Look over the higher order questions (HOTs questions) you’ve used in your classes for the weeks of Oct. 11-15 and Oct. 18-22. Pick three that you think would adapt well to your present unit and ones that you feel would truly enhance the thought level of your students. Do not choose your own questions.

  2. Partner • Share one of your “favorite questions” and how you think you can apply it to your present unit. • Swap so the other partner can do the same. • Work together to choose one question to share with the group and the person to share it. • How does this activity satisfy the grouping indicator of our rubric? • Individual accountability? • Group accountability?

  3. Questions to consider: What part of the questioning rubric do these five HOTs questions satisfy? If you ask only five HOTs questions over the course of the week, you will not have satisfied even one part of the rubric. What is the point of writing only five per week then? What else do we need to do to insure good questioning? Other than standing in front of the room asking questions and calling on students to answer them, what other way can we achieve good questioning? Together: Last week, we made the effort to help our students ask questions. Why? Give at least two reasons.

  4. Objective: • Teachers will be able to engage their students in questioning the • text using Bloom’s Question Starters and assess their progress • with a rubric. • Purpose: Help our students • Help our students engage with the text • Help our students pass EOC and HSAP (school goals) • Help ourselves become better teachers by turning our • refinements into reinforcements • Look at our observation results thus far—about 60% of us.

  5. What makes our low students low? How can we move them to the medium category?

  6. My Results: 1 High, 1 High/Medium, 2 medium, 2 low

  7. Medium Students: What problems did they have? • How might you address these problems to move them into • the high category? • As you work with this activity this week, what can you do to raise the low scoring students to medium and the medium scoring to high?

  8. Objective: Teachers will be able to engage their students In questioning on varied levels the text and assess their progress with a rubric.

  9. High—Model Rubric

  10. Activity: Groups of three: Individually, use the proposed rubric to assess the questions. Beginning with the person closest to me, share one section of the rubric, followed by the next person on the 2nd rubric criteria, etc. 3. Choose one person to offer suggestions to tweak the rubric.

  11. Bring Back: Bring back-----Date: Nov. 4, Thursday Please apply the rubric to identify the high, medium and low papers. Bring back one high, one medium, and one low Master Questioner Sheet along with the number of high, medium, and low. Our purpose is to raise the low to medium and the medium to high. Turn in at least 5 HOTs questions you plan to use in your lessons during the week. Let me know when I can come work with you on this questioning activity or observe it. Since we’ll be working on IGPs in the media center Thursday, please email me this information.

  12. Activity with Bloom’s Question Starters: • Please follow along with the Critical Attributes. • How might this activity be turned into a Carousel or Placemat Consensus? • How does this activity address our present refinement areas: questioning, grouping, and feedback? • What other areas of our rubric does it satisfy?

  13. Bring back-----Date: Nov. 4, Thursday Student’s written questions and answers and an antidotal paragraph Explaining how the students did with their feedback to each other. In your classes, address the problems exposed in your scaffolding sessions. Thursday: Plan with your grade level peers and incorporate this questioning activity into at least one lesson. Assess how well the students have corrected the problems they had with the scaffolding process or what you are planning to do to help them address their problems with the process.

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