Design Question 5: What Will I Do to Engage Students?
Module 14: Rules of Engagement: Questioning, Physical Movement, and Pacing (pgs. 167-185)
1) Share how you use a variety of question structures in your lessons (p.169-171).
2) Share your thoughts on the wait-time strategies; which are you familiar with; which would be effective; which would you like to try? (pg.171-174)
3) How do you use follow-up questioning and response strategies in your academic situation? (p. 175-178)
4) What are your thoughts on how to engage students using physical movement? (p. 178-182)
5) How is pacing of the lesson important to keeping students engaged? (p. 182-186)
2. I'm most familiar with the post-teacher question wait time. I am so glad I learned how valuable wait time is when I first started teaching ELL students. I also have used the within-student pause time. I definitely see the value in teaching students about the other 3 wait time examples. I think it's important for them to know why we wait so they can have time to process what others are saying, too.
ReplyDelete3. We use a lot of show-me boards (response boards) in math and reading. We don't have the opportunity to use T/F etc. in our reading instruction very often. We do use hand signals at times and choral responses. I'm curious to hear what others think about the "response chaining". Does anyone use this strategy? How do you feel about it?
4. I think physical movement is key to keeping students engaged. As the book says, even standing up and stretching can be valuable if students are disengaged. I like calling the strategy "Vote with your feet". Clever. In our groups, stretching or body representations work well.
Physical movement in the classroom is essential. Physical movement during Principal meetings is essential. Physical movement during in-service is essential!!! We all need to move. If we don't we stop being involved in our learning. We are going to spend a morning learning some Physical movement ideas we can do with our students to give them a brain break. Marzano gave us some great ideas but I think we are going to learn more in a few weeks that we are going to love.
ReplyDeleteQuestion 5-Module 14
ReplyDeleteThis section to me was one of the most important in the text so far. It reminded me to use good teaching practices such as various modes of wait time and to use a variety of questioning techniques.
The five question structures mentioned are valuable depending on the content taught. Again, using variety is key.
I would like to try to have premade true/false response cards made that are reusable and have students keep them in their AVID notebook. I also liked the Give One. Get One strategy. Students would use their AVID notebook to compare notes and share information.
The last part of this section mentioned procedures and transitions. These are vital to develop and communicate at the beginning of the year and to periodically review. If not taught effectively, transitions and procedures will be difficult to correct and cause difficulties throughout the year. Examples are line procedures, enforcement of uniform shirts/sweatshirts, and staff texting during teaching time in class. Clear expectations are needed for parents and staff for proper uniforms so this is not an issue. Staff needs to consistently enforce the expectation.
1) Reading this section brought me straight back into AVID training. We practiced writing different levels/variety of questions. They stressed that its NOT only the teachers who need to ask and come up with these questions but that students also learn to use a variety of questions. This is something I think we need to strive for in our upper grades. Students need to know how to ask questions as well as teachers.
ReplyDelete2) I use the post teacher, within student, post student, and teacher pause. We have a signal that as long as my finger is on my brain that they need to be thinking and if they are done (some just can't wait) they need to write their response down. I find that writing it down helps them articulate a response not only to my question but to their peers as well. They also aren't so scared to share because they can't "forget" what they wanted to say.
3) I've used response boards and they flash me a T/F answer. It's easier to see what their response is and you can see which student flip once everyone's is up. i usually use this for responding to ELA. We use response chaining more than anything in my classroom and we do this with almost every discussion. I offer up a question and students respond. I think ask if anyone wants to add, change, or agree with more evidence to the initial response. They have to start their statement with one of those choices...."I would like to add onto that statement...or I disagree and would like to change that statement...or I agree and we can see that with...". This type of discussion gets my kids motivated to share all their ideas and thoughts. They end up leading the discussion and I sit back and try to keep it on track to the original question/concept.
4) I'll be honest, once I'm in the midst of a lesson, moving around doesn't happen as much as it should. I hold that time so close that I need to incorporate more movement which would take down the wiggle worms that come out. I do like the "Give One, Get One" and students getting together to share their learning. Study Buddy time!!
5) I think pacing is extremely important in a lesson. If you move to fast, you lose students. If you move to slow, you lose students. You have to find the right pace to set your class up for success. One thing I like to use is music for transitions. I have 3, 2 and 1 minutes snip-its of music that my students know. They can then monitor their speed to making the time of transitions. Once that music stops, we move right into our activity. No waiting for the stragglers. By doing this, I've had my whole class in their spots ready for the activity in under 1 min. This year I've made new CHAMPS posters for every activity I can think of and I'm making some into a smaller flip chart that will be mobile with me and my class. That way if we need a refresher, we can stop and review our poster and hopefully we get to the point that my students can review without me leading it.