PSJA Early College Express
This month: Questioning
The Teacher Effectiveness Rubric: "Demonstrating" Questioning
- The teacher is a facilitator, allowing students to discover the answers to questions in their own time and way.
- The teacher admits freely when she/he does not know the answer to a question.
- The teacher champions Questioning to Initiating teachers.
- The teacher plans the lesson and all its activities to answer an essential question and/or to understand the big concept.
- The teacher prepares purposeful questions in advance of class, but can also ask questions on her/his feet.
- The teacher anticipates many of the questions that students will have about the big concept of the lesson and prepares a series of student-friendly questions to address them.
- The teacher plans a variety of question types from lower- to higher-level cognitive domain questions.
- The teacher incorporates formative assessment collected during Questioning in future lessons.
- The teacher regularly plans Questioning based on methodology such as a Socratic Questioning technique or all levels of Bloom’s taxonomy.
- The teacher encourages English-language learners to ask and answer questions.
- The teacher prepares higher-level cognitive domain questions and gives students ample time to think before the answer.
- The teacher is comfortable asking unplanned questions that come up and can connect them to the lessons big idea.
- The teacher uses WTL to help students formulate questions and strong responses.
- The teacher begins class with an open ended question from content or previous discussion.
- The teacher uses lower-level questions for factual materials and higher-level for non-factual material.
- The teacher uses questioning to draw inferences and redirects unnecessarily.
- The teacher models critical, creative questions links to the lesson’s big idea, and expects students to ask them.
- The teacher asked students to paraphrase others’ questions.
- The teacher designs lessons so all students can participate, including English-language learners.
- The teacher regularly incorporates Questioning verbally with other strategies.
- The teacher engages in Questioning to move students further along without providing answers.
- The teacher uses redirection and probing to stay focused on salient elements of students’ responses.
- The teacher is a facilitator of students ask/answer questions that guide the discussion.
- The teacher is comfortable with wait-time beyond three seconds, especially when asking higher-level cognitive domain type questions.
Designing Leveled Questions
CLICK ABOVE to read this article by Kathleen Cotton, including research and references.
A poster for your classroom!
To think about...
PSJA February Professional Development Schedule
Yzaguirre MS: Tuesday, February 9, during Team TimeAustin MS: Wednesday, February 10, during CLCs
Alamo MS: Thursday, February 11, during CLCs
Murphy MS: Friday, February 12, during Team Share
Memorial HS: Monday, February 15, during CLCs
PSJA ECHS: Wednesday, February 17, during CLCs