Saturday, August 11, 2012

Talking Points training your student to talk in Cooperative Learning Groups

Are you having difficulty training young learners to speak appropriately to each other during cooperative learning?  Do you have a source of questions to train them to use during whole group or small group discussions?  Have you looked at the Teacher Evaluation Rubric in your state to see what you will be scored upon? 
Common Core State Standards support self-directed learning and student led discussions.  In Louisiana the Compass Evaluation for teachers, notes students should be capable of formulating high-level questions.  If this is not evident in the evaluation, you could be cited as INEFFECTIVE!  If you question but the same students respond, teacher prompts, "Michael can you comment on Mary's idea?" but Michael does not respond or makes a comment directly to the teacher you will be EFFECTIVE EMERGING. However, if the teacher uses the plural form in asking questions, such as "What are some things you think might contribute to....?"  Teacher asks:  "Michael, can you comment on Mary's idea?" and Michael responds directly to Mary you will be scored EFFECTIVE PROFICIENT.  If you want to be a HIGHLY EFFECTIVE teacher a student should ask "How many ways are there to get this answer?" A student says to a classmate: "I don't think I agree with you on this, because..." A student asks of other students: "Does anyone have another idea as to how we might figure this out? A student asks "What if...?"  Where are you going to be in the Instruction or Domain 3 area of your state evaluation?  This packet includes 42 question starters, 30 I Have, Who Has questions starters for students to practice in whole group, a goal setting chart for questioning skills and a data tracker for them take ownership of their questioning skills. 


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