ED 361 W13 Observation of Other Teachers

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Brigham Young University, Idaho *

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361

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Philosophy

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May 24, 2024

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docx

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W13 Assignment: Observations of Other Teachers Instructions Watch each of the videos below, then answer the questions that follow: Video 1: Using Questions in the Classroom (San G. School District) 1. In 0:00 to 2:47 of the video, WHY and HOW does teacher Caroline Amberson prepare questions prior to working with students? The way that she prepares the questions beforehand is by reading through the article at different levels and then attaching a post-it notes that has the questions that she prepared beforehand. She mentioned that it is difficult to come up with higher level thinking questions quickly. Students need to have higher order thinking questions to help them to think about things deeper and see where they are at in when those questions need to be asked to the students. 2. In 2:48 to 5:34 of the video, what strategies does teacher Michael Dole utilize to encourage all students to have the opportunity to process/think about the question posed by the teacher? He uses group discussion after he asks a question giving them time to think about and discuss with others what their idea from the question is/are. He mentioned that usually there are only a few students who have an immediate thought, and when they share that with the class their thought processes will stop as the other students speak their ideas. When they are in the groups, they can use that discussion and then mention to the whole class what their group's ideas were. 3. In 5:35 to 6:54 of the video, HOW and WHY are follow up questions used by teacher Sarah Gapp? She says that follow-up questions are there to help stretch your students just a little more and that they have the confidence that they have the last one right to continue thinking. She will ask a question such as, “why do you think that?” or “Where in the text was that shown?” This will help the students to really cement their answers and if they don’t get it right, find something that is right in their question and then ask them more questions that will guide them to the correct answer. 4. In 6:55 to 8:50 of the video, how does teacher Mischa Tacchia say that pair-sharing and group-sharing encourage participation? More students interacting and verbalizing in small and low stress groups/partnerships than having them be put on the spot in front of the whole class. This also allows them to think more deeply about the concept so they can discover what they learned instead of just being given the answer. 5. In 8:51 to the end of the video, how does teacher Barby Roland say that she uses Backward Design to develop questions for her students? She thinks first about what she wants her students to accomplish and from there develops instructional tools and a lesson plan from that accomplishment they will make at the end and different levels of questions for the students. 6. What questions and/or insights do you have based on what you observed in the video? I found that a lot of things in tis video were things that we have learned about and heard before in this class applied. Video 2: Using Questions in the Classroom (Various Examples) BYU-Idaho ED 361

1. In 0:00 to 2:23 of the video, how does the teacher use open ended questions to challenge students to formulate their own questions AND demonstrate their reasoning? The teacher asked a question to one student after they were able to have a conversation with their groups and then asks that student to ask a question to their peers and open up the conversation to the class. This continues through the students. The teacher is directing the class while allowing the students to ask and answer questions in their class conversation. 2. In 2:23 to 8:37 of the video, how does the teacher use high quality questions and wait time with the learners in the classroom? What other questioning strategies are utilized by the teacher? She allows the students to work in smaller groups and just share their thoughts and then complete the task of their ideas and thoughts working with their group. She asks them follow-up questions frequently for deeper thinking and follow up questions to help guide them to think about the correct answers using knowledge that they have learned before. After the conversation seems to be over she then asks if anyone has questions. From this the student asks another question that she works to find her answer through more question and deductive reasoning with her groups 3. In 8:38 to 10:54 of the video, how does the teacher effectively utilize high quality questions and wait time to help students? I noticed that he had them raise their hands and then asked one of the students to come to the front of the room and think about her ideas while also listening to what another student said out loud showing that they are multiple ways for students to think about their questions. One of the students said, “I didn’t think about that in money.” This is why it is important to hear others' ideas and how they came about coming up with their solutions and situations. 4. In 10:55 to 11:58 of the video, how does the teacher effectively utilize high quality questions with the students in the classroom? She continues to ask questions that cause discussion and follow up questions to continue the students' thoughts. 5. In 14:02 to the end of the video, what strategies do the teachers use to encourage student participation and help students consider/respond to the thoughts/answers of their classmates? The first teacher is using discussion to build ideas between students allowing them to have a conversation asking questions and answering those questions. The teacher will ask an initial question and then the students will bounce back and forth with their conversation. The second teacher is having one student answer a question and then asking other students to explain what she said to discuss the knowledge that she has. This helps the students to use an example from their classmate while also thinking about how she got to that point. 6. What questions and/or insights do you have based on what you observed in the video? The teachers all used some form of follow up questions to help the students think just a little deeper than they were before. Video 3: Questioning – HS ELA Classroom 1. Identify/describe each questioning/discussion strategy utilized by the teacher in the video. Use a variety of questioning: asking questions that will initiate responses in different levels of questions Right there question, higher level question, ect. Students pose higher-level questions to the teacher and each other: when students are asking a question that they want answers to that will initiate conversations and deeper thinking. BYU-Idaho ED 361

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