Chapters focus on the six elements of formative assessment: (1) sharing learning targets and criteria for success, (2) feedback that feeds forward, (3) student goal setting, (4) student self - assessment, (5)
strategic teacher questioning, and (6) engaging students in asking effective questions.
How does the use of wait time, the pacing of
strategic teacher questions, and thoughtful use of conversation extenders relate to the effectiveness of your lessons?
Not exact matches
✔ ☛
Teacher script ✔ ☞
Strategic stopping points for
questioning and close reading ✔ ☛ Sentence stems / frames for oracy and vocabulary development ✔ ☞ Great for bilingual classrooms ✔ ☛ Social studies focus for integrating with literacy ✔ ☞ Posters and picture sort for rural, suburban, and urban geography focus ✔ If you enjoy this resource, please review it!
✔ ☛
Teacher script ✔ ☞
Strategic stopping points for
questioning and close reading ✔ ☛ Sentence stems / frames for oracy and vocabulary development ✔ ☞ Great for bilingual classrooms ✔ If you enjoy this resource, please review it!
The plans include a
teacher script with
strategic stopping points and
questions for students.
✔ ☛
Teacher script ✔ ☞
Strategic stopping points for
questioning and close reading ✔ ☛ Sentence stems / frames for oracy and vocabulary development ✔ ☞ Great for bilingual classrooms ✔ ☛ Printable pages for written responses If you enjoy this resource, please review it!
While exploring the answers to these
questions will take a great deal of
teacher intuition, we do know that a good place to begin is with a conscious and
strategic effort toward building the academic language of all students, so that they can make sense of what they read.
Misalignment or lack of alignment between a
strategic plan and additional initiatives (such as the three levers) not in the plan can lead to confusion among staff, extra burdens on
teachers as priorities may conflict,
questions from school boards about approving funding for initiatives that are not clearly aligned to
strategic goals and initiatives, and ultimately lack of progress towards student achievement.
After selecting the learning materials, the
teacher must provide
strategic, ongoing support to assist students as they consider the material, whether through heuristics — such as SCIM - C (Hicks, Doolittle, & Ewing, 2004) or APPARTS (College Board, 2001)-- or guiding
questions (e.g., Taba, 1969).
Many would agree that for inquiry to be alive and well in a classroom that, amongst other things, the
teacher needs to be expert at asking
strategic questions.