How can questioning structures leverage more precise assessments of learning? Choral response questioning observations: “Who wants to give me the answer?” “Do we all see why (this is correct)?” “Is everybody good?” “Does everybody understand?” “Thumbs up if it makes sense.” Vague whole class feedback: “Good answer. I like that.” “Yeah, we’ve discussed part of that already.” “Yeah, exactly.” Closing remarks focused on outlining lesson in next class: “We will have a quiz next class and you need to know this.” “Next class we will be doing (x) and it will be faster.” “Next class we will…”
Thought Partner Questions:
How can we question students in ways to yield formative assessments of more students’ understanding?
What questioning strategies can we use to ensure that we are not getting false positives due to calling on the eager/outgoing students?
How can we maximize learning time to incorporate powerful closure activities into lessons so students demonstrate understanding or internalize key points?
Can a child hide within the classroom? In 5/9 classes, teachers asked questions, a couple of students raised their hands, and teachers called on those students only. In 1/9 classes, no students were questioned. In 3/9 classes, teachers called on the same eager and outgoing students repeatedly. In 1/9 classes, 50% of students presented/shared information to the whole group. In 4/9 classes, structured peer talk was observed; however, not all students were participating in dialogue with peers.
Thought Partner Questions:
Is it possible for some students to make it through the day without talking in a single class (with teachers or peers)?
What structures are we putting into place in small group discourse to ensure each student speaks? How often are we utilizing partner and small group talk?
How are we soliciting feedback and participation from the quieter students?
How are we structuring discourse in the classroom with an awareness of patterns of participation?
