February: Ch 9 - Challenging Students to Think Critically
Techniques in this Chapter: One At A Time, Simple to Complex, No Bait and Switch, Clear and Concise, Stock Questions. Hit Rate. We also talked about the connection between questioning and No Opt Out, Break It Down, Right is Right, Stretch It, and Ratio.
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In my class I try yo use stretch it so that we can have some more in depth discussion where every opinion matters. Recently we were discussing how relative beauty is. I asked the question of why students of their age focus on physical beauty. I got a range on answers, but many said that beauty is on the inside. The next question was me playing devils advocate. I asked that if middle school students did not care about physical beauty as much, why do so many of them wear make up every day.
ReplyDeleteNice! Taking the opportunity to dig deeper with questions that ask for clarification can do much to extend critical thinking. Plus, I'm sure students were more drawn into the lesson because the discussion made it more relevant to their lives.
ReplyDeleteI really appreciated everyone's comments during the PD on this chapter. Some ideas that stood out to me: We can use questions to guide students through processes we've specified with Break It Down. This returns the responsibility for learning to them. I think it also fosters the idea that learning is a process of inquiry. Especially as I work with students one on one I am going to try and follow this practice.
ReplyDeleteI have also been using questions this way as I grade papers, and I think it is having a positive effect on student work. Rather than identifying an error, I ask, "Does this word really fit the idea you are trying to communicate?" or "Does this topic sentence really capture the controlling idea of this paragraph?" etc. I also appreciate the way this approach makes me feel more like a writing coach than a writing teacher.
I love that you emphasize the difference between a writing TEACHER and a writing COACH. It is easy to be the sage on the stage, but what students need is the guide on the side and having clear examples like you provided help to make the transition from teacher to coach.
DeleteI use the Stock Questions with GUM. We always do everything the same thing the same way. I do this because it is less confusing for everyone and everyone hears the same thing over and over. Also when students hear it the same way, they learn the material better. Once the students understand the basics of subject - verb - complement, then they can figure out subject/verb agreement, prepositions, etc.
ReplyDeleteI find it hard to do the Hit Rate because of the platform. I only see my students 3 hours a week to cover 4 classes and Study Island. I am torn between repeating and giving more "hits" and making sure all students totally understand and covering more material that I know will be confusing for all students. I also find that students that need more hits do not come to the class connects nor do they come to help times.
It's a tough to find a nice line between doing something new (which it seems that we are always tempted or asked to do) and finding a pattern that works and that students almost expect (like Stock Questions). Even though GUM may not be similar to teach to history, I would guess that Stock Questions work similarly for us, both. It cuts out a lot of confusion.
DeleteI also agree that Hit Rate is tough. I only do a lesson once a year and then i get another shot at a specific question next year (or not). So, I have to REALLY think about a question, before I place it in. I find that giving some "hits" throughout increases participation and confidence, though.
Like you, I find that half of my kids come and have possibly even completed the lesson, already, so everything they chat in is a "hit", which also makes it rough.
I agree that stock questions are extremely helpful in GUM classes. It makes finding the parts of speech more of a process than a guessing game (which is how most of my students in GUM feel unless given that structure.)
DeleteI think in our environment we have to hope and follow up on as much as possible that students are doing the lessons expected of them as expected of them which will provide more "hits," but we all know this doesn't happen for everyone, so it is really great that you are at least attempting to get as many hits in as you can.
I was thinking how this works with the Cold Calling Synchronous training we had. I'd like to work more on using simple to complex questions to get students to understand more complex actions that occurred in history. My biggest issue is that I do this simple to complex backwards and it seems to turn into the "Bait and Switch". I tend to ask a question and then immediately reword it and reword it and reword it. Meanwhile, students are answering which ever question they happened to latch onto and then I have to try and address each of these. I have clear and concise questions that are written into my lesson, but my off-the-cuff extending questions (that I use when I can see that the students could go deeper in a specific area) tend to get jumbled. Maybe that's just the way it is when your off the "script", but I would like to be more cognizant of what I want to ask, before I ask.
ReplyDeleteI think I do this, too. I think I subconsciously want to make the students think more deeply, but then it backfires. Could you share an example of a question you have done this with?
DeleteI am horrible at this! It is one of the things I have to work on the most. I think I know what I want to ask, but it doesn't come out right and I rephrase it which is not helpful to students. I have found that when I look at my lesson ahead of time and plan specific sets of questions that I use to delve deeper (which may not always get used in class), I tend to not mess up as much. I think because I have time to phrase them and review them before asking them, my questions are better. It goes back to Double Plan.
DeleteI have done this also. I find if I have prepared line of questions I tend to do better, especially if they are placed on the whiteboard, that way those who are visual learners can see and there is no mistake of what I am asking,
ReplyDeleteI agree Chris. When I plan ahead and put the questions on the white board I get better answers. But this does not always happen.
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ReplyDeleteI would like to try a lesson where the students develop a question about what they should be learning. Helping students to develop their own essential questions about what they are learning I think, would help them to further develop the thought process of "What do I need to know in order to master this concept". The transition from always following teacher directed questions to student directed questions about what they need to know, in my opinion, would help students to begin thinking about process and about what they need in order to learn the content. The hit rate section talks about the critical questioning skills. It just doesn't go into enough depth about getting students to ask those critical thinking skills that we want them to develop. I did appreciate the teacher they used and her examples that she used with students. I am practicing asking the same questions in different ways to extend the thinking and learning.
ReplyDeleteI very much agree with your idea of transitioning from teacher-directed questions to student-directed questions, and I think students are very capable of learning to ask great questions. This is something I would like to do more often, too.
DeleteThis is a very excellent point Lynette! I think of the UTCITW training and the surveys where students are given the topic and asked what they would like to learn more about or what questions they still have. I wonder if this could be incorporated into your class and getting students to start those critical thinking skills. I would love to hear how it went after you try this!
DeleteAt times I have had my writing students write what the expectations are, what they will learn and how they will be applying what they learn at the beginning of the lesson- it is writing class, after all :( They often times come up with what I would have normally put on a slide using their own writing skills and brainstorming.
ReplyDeleteExcellent idea! It is so funny that they come up with what you want. I think sometimes I am afraid to hand the reins to the students because I don't think they will go in the direction that I want them to, but I need to have more faith in my students and be less afraid if they get off the path.
DeleteHi everyone- So I have had the opportunity this year as a part of the k12 Academic Services team to teach the TLAC sessions. I have heard so many amazing things from around the country that people are doing with some of these topics- particularly with Right is Right and Stretch It strategies. I also have come to realize that No Opt Out is not at all a Negative thing- it really comes down to how you roll it out in your class room- and it just become "how we do things here in Mrs. Schultze's class". I really try and make it fun- for instance- the new thing i've been playing around with is having a "life Line". I use the google image Life line from any number of game shows- and if I call on a student and then don't know they answer- instead of chatting or putting on the wb or using the mic and saying 'I don't know" or a short answer of maybe just a guess- I let them use the life line to a class mate- it's a No Opt out strategy- and then I use cuing to help that student to come to an answer- What I'm realizing is that teaching on line is not different than teaching in the Brick and Mortar classes- I let that be a road block mentally for me for way to long!! I started realizing just this year to get over myself with that!! Whatever I could do in the regular class room I can DO here too!! Including- Holding students accountable for critical thinking- putting the Rigor back on them and not doing so much of it myself. I know this may be kind of a harsh way to say it- but I already DID school once!! I already know the answers!! My job is to help them get it!! I was getting to wrapped up in getting through the lesson because I had a lot to cover--i'm whittling down what I go through- finding what really matters- what are the deeper questions that really make sense to ask and cover so that we can spend more time on them digging deeper - and how can I put that cognitive load on the students in a way that is meaningful , safe and creative ? On a side note- I do feel the pull this semester to find ways to draw MORE students to our CC sessions at the middle school- is anyone having trouble with the same kids coming and not seeing the attendance that you are hoping for ? How can we use these stategies to draw kids in to coming to class connect ??
ReplyDeleteIt is so important to put the cognitive load on the students, and I think as virtual teachers tech gets in our way or we allow students to let tech get in our way. By that I mean we allow them to not use their microphone because it isn't working (or so they say). I think we need to be consistent across teachers. I am sorry your mic is not working, call tech support. Here is their number. I look forward to hearing you speak next week. I feel like we need to be more proactive and set higher expectations that we hold them too. I was able to get the telephony line to work using my cell phone because my cell phone can merge lines. I wonder if we get get access to an actual telephone conference line and when student's mics don't work they call in to telephony and participate using their phones.
DeleteLove the life line suggestion- totally going to use that. I often will call on another student to help a student out and then go back to that student that did not know the answer - and have them repeat or restate the answer correctly- ( No Opt Out) I like the "fun" of using a life line- :) I often cold call on students in my sessions- they just expect that now....I am working on stretching the answers or pushing them to where they answer the question 100% correct, rather that be with the help of a classmate or taking a vote from the class- I think I just found my answer on how to encourage stretching the answer- Using the Life line...Thank you Jenn
ReplyDeleteThat is great that you cold call on students. Hopefully they will get used to that before the come to the MS. I have a hard time cold calling in this setting because I can't see their faces to know if it is okay. I think that using the life line is a great idea to help them save face. Great job!
DeleteIt is helpful to read what others have entered here. I have taken all of the trainings and appreciated the validation that I was using many of the strategies...I just didn't have a "name" for them. :) One thing I have also realized is that there is not one perfect strategy that works in every situation or for every student and the strategies we are focusing on this year are a helpful addition to our "teaching toolbox". I use cold call a lot and no opt out. It is nice to have students feel encouraged in classes and we all strive for that.
ReplyDeleteLisa Williams
After working through this chapter, I realized that I do a lot of these intuitively. Breaking down math problems into simpler steps is something that math teachers have always done. The one thing that sticks out to me is to make sure I don't ask a question one way and then rephrase the question. I didn't realize that I do that so I am trying to be more aware of this in class connects. I also need to work on asking only one question at a time. I don't cold call often enough because I am concerned with pacing. I have tried cold calling and asking students to use their microphones and it slowed my class WAY down. I have students answer in the chat box when I say GO. I have it closed for everyone to formulate the answer and I set the timer. Then I open the chat box and look at the responses. This gives everyone a chance to think before the answer is there. I know some students wait to see the correct answer, then they reply. It also shows me who isn't paying attention at all because they don't bother to put the answer in after all the correct answers go flying by :)
ReplyDeleteI have to agree. I read through this book and I realize that I am already doing that, but did not have a specific name for it. Pacing is a big issue when it comes to typing, especially when you cold call on a student that is a slow typist. The big time when I cold call is when there is a extended response questions and I ask around two to three students to share their thoughts.I give them chat privileges so that the rest of class knows and it keeps me in track of who I have called (it is embarrassing when you call on more than one student and forget on who you have called.) That way I may not be waiting for one person to answer, and loose the rest of the class. The times that the students have used their microphones the pacing is really great and it feels like a actual class, I guess I am going to have to do a no opt out approach, but that does not always work since some microphones actually do not work. I am open to any suggestions on how to get students to use their microphones, because I know that they have them.
DeleteI try many different ways to get my kiddos to answer questions in class, and I really hate to cold call of them, but needless to say sometimes I do. I have tried starting at the top and going down to the bottom, then bottom to top, or asking for a show of hands, but many times the same hands come up. I really loved the idea of the "Life Line", wonderful suggestion and I think that I will try this in my classroom. As far as having questions prepared ahead of time, I usually do and they are on the screen, but I do like to stretch them out after they have given me an answer to my question.
ReplyDeleteAt the beginning of the year, I explained to my students that I will be calling on them for answers in a random order, so be sure they have their mics up and running for class. Now, they just anticipate that I may call on them so they are ready with their answers. I do need to practice more on stretching my questioning and asking one question at a time. I am really working on developing that more into my lesson plans the last few weeks and have written down a line of questioning to develop higher order thinking from my students.
ReplyDeleteThis chapter has had an important impact on my teaching. It seems all of my teaching and student interactions are directed by this deep belief that the most important thing I can do as a teacher is build a student's self esteem. So when a student makes a mistake or can't answer a question, I am more concerned with protecting the student's feelings of worth than helping the student learn the material. I am so quick to throw in a lifesaver that the student can't learn to swim. This is so scary! Somewhere in the book it says that it's not teacher praise that makes students feel good about themselves; it's actually realizing that they are learning and mastering concepts that makes them feel good. This has completely changed how I react when a student struggles. I now don't jump in so quickly to help. I am trying to use questioning to lead them back through the steps of solving a problem. Or I use 100% to prod them give a completely correct answer. I DO feel like this is helping them feel more successful, and it is also helping me feel more successful as a teacher. It is also increasing classroom interaction.
ReplyDeleteThis goes right along with the closed mindset and what we learned about teacher praise and how students actually view it. It is so nice to hear that you have found that ground where you are willing to let the students struggle so they learn. I know teaching whole groups I still struggle with this at times and have to remind myself all of the amazing things we have learned. I need to let them struggle and use the 100% and right is right to make sure I don't do the "you are right except..." idea. I struggle with remembering not to say things like that and make sure they give me the right answer completely without me filling in the blanks.
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