Rachel Hull, NBCT
West Virginia Department of Education

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When and where will you share with your staff?
What will you share?
How will you purposefully build the collaborative environment necessary to ensure effective questioning is a reality for all?

I think __________________________ because
_____________________________________.

Using the note cards at your table, write your wonderings/questions you have about the image—one question per card.

Combine all of the questions from your table.
How can you sort/organize your questions?

K 1 st
…with prompting and support, ask and answer questions about key details in a text.
…ask and answer questions about key details in a text.
2 nd 3 rd
Students will…
… ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
…ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
4 th
…refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
5 th
…quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

 How can this strategy be applied to all subject areas?
 Why are both "catching" and "releasing" important?
 How does Ms. Noonan strike a balance between direct teaching and student exploration?

EXAMPLE:
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Standards, Standards,
Standards
“Performance” as evidence
Tool for evaluation
Student personalization
Checkpoints
NON-EXAMPLE:
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Textbook Chapter
Teacher ideas and the map to standards
Cute
The kids will like it!
 Standards as a to-do list, to be checked off

“Classrooms are too often places of “tell and practice.”
The teacher tells the students what is important to know or do and then has them practice that skill or knowledge. In such classrooms, little thinking is happening. Teachers in such classrooms are rightly stumped when asked to identify the kinds of thinking they want students to do because there isn’t any to be found in much of the work they give students.
Retention of information through rote practice
isn’t learning; it is training.”
Making Thinking Visible
Harvard Graduate School of Education

 What role does questioning play?
 How does the teacher transfer to the hands of the students?
 In what ways are skills and knowledge being fostered?

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On your paper, do a private See-Think-
Wonder.
One person (pair) at a time, will “play” his/her piece of the puzzle. Explain your thoughts about your piece.
Pieces will be added and discussed until the entire graphic is reconstructed.
 As a group complete the following frame:
We think ________ because _______________.

 What role does questioning play?
 How did I transfer the construction of knowledge to your hands?
 In what ways are skills and knowledge being fostered?

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When and where will you share with your staff?
What will you share?
How will you purposefully build the collaborative environment necessary to ensure effective questioning is a reality for all?