JJE teachers are continuing their study of Bloom's and how to weave it into all aspects of lesson designing. The areas we are focusing on are the questions we ask and the student responses. The Momentum Plan calls for a "study" so we worked with a chapter from the book "Teaching For Excellence" by Spence Rogers. Chapter 15 highlighted questioning techniques that work. So far, there has been lots of positive feedback from our teams.
The next action step our teachers took was really exciting. They paired up to conduct peer observations. Each teacher paired with a teacher from a different grade level and observed each other. They scripted questions the teacher asked and student responses given. Then, time was spent discussing and ranking which level of Bloom's the questions were on. A rubric was created from the district for evaluating student responses.
Stay tuned for more on this journey...this week we complete our one-on-one (Principal/Teacher) conferences. My teachers review their 'personal rounds' data with me and we continue the dialogue on how to keep moving forward.
Rounds
Momentum Plan – Visit #1
Campus : Joy James Elementary
Analysis:
Questions: 89% posed were at
the two lower levels of Bloom’s (R & U) --- 11% at higher levels (Apply and
higher)
Student Responses: 79% of student responses were at level 1(3
words or less; 5 seconds or less) 19%
were at level2 (complete sentences, used content vocab, explained thinking) 2% were at level 3(justified answers, gave
examples etc.)
Classroom Talk: Teacher is
talking approx. 58% of the time vs. Students talking 29% of the time.
Tasks: Time measurement
showed that 63% of time was in small groups -- 35% whole group -- 2% individual
work
Short Term Targets/Goals:
#1—Student responses at
Level 2 will increase from 19% to 30% (complete sentences, content vocab, explain
thinking)
#2—Questions posed will be
fewer in quantity but higher in quality with an increase from 11% to 20% at the
higher Bloom’s Levels(A,A,E,C).
Evidence of meeting the above targets will be measured during the
November District Level Rounds.
Long term Goals:
#1—Student responses at
Level 2 will increase to 60%
#2—Questions posed will be
fewer in quantity but higher in quality with an increase to 30% at the higher
Bloom’s Levels(A,A,E,C).
Study/ Professional Development:
Peer observations—modeled after the District Instructional Rounds
format. Feedback sheet will be
completed and turned into Mrs. Turner after a team debrief.
Request “Math Questioning Training” for all teachers.
Training will be given by Amy Shields.
Faculty Meeting Redesigned--Article studies at each faculty meeting
that reinforce questioning techniques and how to elicit elaborated student
responses. Provide more opportunities
for teachers to practice identifying the levels of questions. Offer more exposure and training for teachers
with Digital Blooms Taxonomy.
Article #1 – Chapter 15 from “Teaching
for Excellence” by Spence Rogers
Questioning Techniques
that Work
Independent Videotaping -- with peer coach or individually
Internal Rounds Plan:
Peer Coaches will complete observations & debrief
with each other during the week of
October 27th-31st. Personal debrief/data meetings will be held with Mrs.
Turner/Mrs. Shea during the week of November 3rd-7th.
