Let’s think about where we are starting! If you missed the rubrics I posted yesterday, you may want to check them out.
Level 1: Questions are rapid-fire,and convergent,with single correct answers. All discussion is between teacher and students; students are not invited to speak directly to one another. -> Level 2: The teacher frames some questions designed to promote student thinking, but only a few students are involved. The teacher invites students to respond directly to one another’s ideas, but few students respond. -> Level 3: The teacher uses open-ended questions, inviting students to think and/or have multiple possible answers. Discussions enable students to talk to one another, without ongoing mediation by the teacher.-> Level 4: Students initiate higher-order questions. Students extend the discussion, enriching it. Students invite comments from their classmates during a discussion.
With these descriptors in mind, which level would you say best describes your daily teaching experiences?
Next, consider the difference between your current level and the next level? What is described in the next level that is not in your current level? Knowing this will help you set a goal to make purposeful, explicit change that is directly connected to these indicators.
For example, one difference between Level 1 and Level 2 is that in Level 2 teacher invites students to respond directly to one another’s ideas.
How could the interaction between the two students in this video connect to your teaching context?
Something that is described in Level 3 but not Level 2 is that discussions enable students to talk to one another, without ongoing mediation by the teacher.
Do the students’ conversations remain on topic in this video without ongoing mediation from the teacher? Why or why not? How might this connect to your work in your context?
One way Level 4 is different from Level 3 in that students initiate higher-order questions.
What do think some of the steps were that built up to this lesson in terms of the teacher’s planning and scaffolding? Are there some prerequisite skills that may have been taught in the weeks prior to this lesson? How might these ideas shape your work toward your goal?
Yesterday you set a goal for yourself. That’s a great step in the direction of change. Did you know that recording your goal increases your chance of attaining it? Did you know that sharing your goal increases your likelihood of success even more?
If you’ re taking the challenge- do everything in your power to guarantee your own success (& the learning of your students- bonus!) by sharing your goal in the comments here or on the Facebook Page. Your commitment might be just the inspiration someone else needs to join the party. Share your successes, your challenges and your dedication. I promise to be your cheerleader!