Questions: Directed vs. Open-Ended "The average teacher asks 350 questions a day. The kinds of questions asked fall into two categories: directed (also called "low-level") questions and open-ended (also called "high-level") questions.
Lead high-level, authentic discussions. Teachers should craft good questions, and students should learn to cite textual evidence in their responses. For great ways to teach speaking and listening skills, see Teaching Critical Thinking by Terry Roberts and Laura Billings.Focus on process over content. That doesn't mean content is not important. It means teachers shouldn't ask students to memorize vocabulary words or facts; instead, they should engage students in the gathering-information and learning process. (For suggestions, see Vocabulary at the Center by Amy Benjamin.) Also, it’s a mistake to think you have to nail each standard, one by one. The standards are not meant to be taught via isolated, discreet tasks. In the real world, skills overlap, and they must overlap in the classroom, too. For a great unit that combines multiple standards, check out this research unit by Heather Wolpert-Gawron.Create assignments for real audiences and with real purpose. Don’t assign papers that are just for the teacher. Design projects with a real purpose, such as to solve a problem in your community. Have students present their findings to an authentic audience—online, in print, or in person. Students will benefit from these rich experiences and be more motivated to learn.Teach argument, not persuasion. According to Appendix A of the CCSS, persuasive writing might “appeal to the audience’s self-interest, sense of identity, or emotions,” whereas a logical argument “convinces the audience because of the perceived merit and reasonableness of the claims and proofs offered rather than either the emotions the writing evokes in the audience or the character or credentials of the writer.” Teach students how to gather logical evidence.Assign increasingly difficult texts. One way to increase text difficulty is to use text sets. For example, one teacher at the conference suggested combining The Odyssey with a Star Wars text and an NPR story on veterans and violence. Text sets increase engagement and help students make thoughtful connections. For more on this topic, see Barbara Blackburn’s Rigor Is NOT a Four-Letter Word.This blog post was written by Eye On Education's Senior Editor, Lauren Davis.
Cathy Viney , Executive Director and teaching strategies expert of the non-profit Applied Scholastics International, www.appliedscholastics.org warns, “This means that approximately 1.2 million students per year will not ...
A great strategy for building vocabulary for any student. Using paint chips, teachers provide students with a visual aid to better understand difficult vocabulary. Covers Common Core for the meaning of unknown and multiple-meaning words.
Question Creation Chart (Q Chart)Directions: Create questions by using one word from the left hand column and one word from the top row.The farther down and to the right you go, the more complex and high-level the questions.
I've received several requests to explain the Chalk Talk activity from my post on teaching Catcher in the Rye. This year, I've also used it to discuss The Odyssey, Oedipus Rex, and Great Expectations — but it can work for any ...
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