Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
15 Cards in this Set
- Front
- Back
|
Define questioning for depth
|
You want to know more about the student’s answer. Use probing questions or use questions as cues for scaffolding.
|
|
|
What are probing questions? Examples?
|
Probing questions try to get the student to think deeper and maybe to explain why he thinks what he thinks. Examples are…tell me more. Can you provide an example? Why do you think that?
|
|
|
Define questioning for breadth
|
These questions are open-ended and come in a variety of styles
|
|
|
What are convergent questions? Examples?
|
Convergent questions generally have one answer. It is a “closed” question.
An example is “What is two plus two?” “What is your name?” |
|
|
What are divergent questions? Examples?
|
Divergent questions are more open-ended and may have more than one acceptable answer. They require higher level thinking skills.
Examples include “How were the last two books you read different?” “What does the name Miranda make you think of?” |
|
|
Describe Wait Time I.
|
This refers to the time after the teacher asks the question.
Rules: Always ask the question before asking a student. Only ask questions students should know based on what you’ve taught or a learning experience. |
|
|
Describe Wait Time II.
|
Refers to the time after the student is recognized.
What four things can happen here? • Student is recognized and answers • Teacher rephrases the question • Teacher goes to another student who answers • Teacher gives up asks another question |
|
|
What are some challenges that teachers have with Wait Time I and II
|
They short-circuit, meaning:
• They have little time to consider the student’s response • They have little time to formulate their own reaction • They frequently react to answers with bland, imprecise, and ineffective comments • Teachers often call on the fastest hands in the class |
|
|
Three elements of Constructive Assertiveness
|
• A clear statement of the problem or issue
• Unambiguous body language • Insistence on appropriate behavior and resolution of the problem |
|
|
Reasons that teachers resist using cooperative learning
|
• Loss of control in the classroom
• Lack of teacher’s self confidence • Fear of loss of content coverage • Lack of prepared materials • Teacher’s ego • Ignorance of alternative assessment • Teacher evaluation/advancement • Large class size/room set-up |
|
|
Four Benefits of Cooperative Learning
|
• Students encourage their teammates to do well because they all benefit
• All members share leadership • Focus on both academic skills and social skills • Students take more responsibility for classroom management |
|
|
Definition of RtI
|
RtI is “the practice of providing 1) high-quality instruction/intervention matched to student needs and 2) using learning rate over time and level of performance to 3) make important educational decisions”
|
|
|
Three Essential RtI Building Blocks to Foster Success for All Student
|
• Using a three tier model of school supports
• Utilizing a problem-solving method for decision-making • Having an integrated system that informs instruction |
|
|
Briefly describe the 3 tiers of RtI
|
• Tier I: All students receive instruction, and it is effective for 80-90% of students.
• Tier II: At risk students receive instruction. There is high efficiency and rapid response and is for 5-10% of students. • Tier III: Intensive, individual interventions. Assessment-based. High intensity. Longer duration. Only 1-5% of students should need Tier III. |
|
|
Acting Out Cycle
|
• Calm phase: student behavior is goal-directed, compliant, and cooperative
• Trigger phase: students misbehavior can be triggered by a concern that is left unaddressed o School-based triggers Negative interaction with a teacher Argument with a peer Change in daily schedule High rate of failure on academic task Confusion about an assignment o Non-school-based triggers Hunger Lack of sleep Medical problems Stressful home situations • Agitation phase: long, behavior is unfocused. Darting of eyes, tapping hands/pencils. Other students get clearly disengaged. • Acceleration Phase: Students try to engage the teacher • Peak Phase: behavior is out of control. No going back at this point. • De-escalation phase: Give students time to cool off. Have them leave the room. Have discussion with class, explaining that that behavior was inappropriate. • Recovery phase: You have to talk to the student and get compliance. Otherwise, they will think they can do it again. |
