QUESTIONING AND DISCUSSION TECHNIQUES Nicole Stuart Robin Konigsberg

INTRODUCTION Learning Objective: Teachers will be able to implement questioning and discussion techniques into their practice. Task: Teacher will modify a past or future lesson plan to include 1 new questioning and discussion strategy.

THINK (INK)-PAIR-SHARE Reflect on the following. . 7 -12 Teachers: How did the questioning and discussion techniques you used in Friday’s Malala lesson impact your class/lesson? 6 th grade Teachers: Reflect on the last questioning and discussion method used in your class. How well did it go?

PAIR Turn to the person closest to you and discuss: 7 -12 Teachers: How did the questioning and discussion techniques you used in Friday’s Malala lesson impact your class/lesson? 6 th grade Teachers: Reflect on the last questioning and discussion method used in your class. How well did it go?

SHARE Let’s discuss as a group: 7 -12 Teachers: How did the questioning and discussion techniques you used in Friday’s Malala lesson impact your class/lesson? 6 th grade Teachers: Reflect on the last questioning and discussion method used in your class. How well did it go?

CONCEPT CARTOONS (KEELEY) created at chogger. com

TAPCO TEACHER GROWTH USING Q AND D TECHNIQUES In 2013 -2014, 60% of TAPCO teachers were effective/highly effective in questioning and discussion techniques. During the 2014 -2015 school year, each academic dept. under went numerous inquiry cycles exploring various questioning and discussion techniques. As a result of our efforts, 84% of TAPCO teachers were effective/highly effective in questioning and discussion techniques, a 24% increase from the prior year! WOOOHOOOO!!! GO TAPCO!!! LETS KEEP THIS UP!!

WHY USE Q AND D TECHNIQUES? To improve Pedagogy: Danielson 3 b Highly Effective Teachers “Use a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, challenge one another’s thinking, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion” (Danielson 2013 Rubric).

WHY USE Q AND D TECHNIQUES? • To improve student learning and TAPCO Quality Review Indicators Well Developed Schools 1. 1 Ensure engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core Learning Standards and/or content standards a) b) c) 1. 2 Develop teacher pedagogy from a coherent set of beliefs about how students learn best that is informed by the instructional shifts and Danielson Framework for Teaching 4 , aligned to the curricula, engaging, and meets the needs of all learners so that all students produce meaningful work products a) b) c) School leaders and faculty ensure that curricula are aligned to CCLS and/or content standards and strategically integrate the instructional shifts, resulting in coherence across grades and subject areas that promotes college and career readiness for all students b) Rigorous habits and higher-order skills are emphasized in curricula and academic tasks and are embedded in a coherent way across grades and subjects so that all learners, including ELLs and SWDs, must demonstrate their thinking c) Curricula and academic tasks are planned and refined using student work and data so that individual and groups of students, including the lowest- and highest-achieving students, ELLs, and SWDs, have access to the curricula and tasks and are cognitively engaged Across the vast majority of classrooms, teaching practices are aligned to the curricula and reflect a coherent set of beliefs about how students learn best that is informed by the Danielson Framework for Teaching and the instructional shifts, as well as by discussions at the team and school levels b) Across the vast majority of classrooms, teaching strategies (including questioning, scaffolds in English and/ or native language where appropriate, and routines) strategically provide multiple entry points and high-quality supports and extensions into the curricula so that all learners, including ELLs and SWDs, are engaged in appropriately challenging tasks and demonstrate higher-order thinking skills in student work products c) Across the vast majority of classrooms, student work products and discussions reflect high levels of student thinking, participation, and ownership

RESEARCH BASED EVIDENCE "Research connects student engagement through questioning and discussion to improved learning outcomes, including higher levels of thinking and increases in student achievement (Applebee et al. , 2003; Murphy et al. , 2009). " (Walsh and Sattes 2011)

Q AND D RESOURCES Review of Q and D techniques on TAPCo. Website Questioning and Discussion Categories 1. Questioning Methods 2. Discussion Procedures 3. Discussion Methods

ADDITIONAL RESOURCES You. Tube Videos on Q and D Techniques 1. https: //www. youtube. com/watch? v=a. HAYLc. UPZac 2. https: //www. youtube. com/watch? v=y 1 QVIc. Dsn. Eg

COMMON QUESTIONING AND DISCUSSION TECHNIQUES USED IN TAPCO v. Hot Seat v. Layered Cake Discussion v. Picture Prompt v 4 Corners v. Jigsaw v. Academic Discussion v. Socratic Circle/Seminar v. QFT v. Think-Pair-Share v Group Roles v. Accountable Discussion Sentence Frames v. Fishbowl

TASK Modify a past or future lesson plan with 1 new questioning and discussion method. Turn and Talk with your nearest colleague to share modification to lesson and how you think it will improve the lesson.

EXIT SLIP Which questioning and discussion technique would you like to see modeled? Please provide feedback on this PD.