Show:
Higher Level Thinking
Wait/Halt Time
Procedural Knowledge
Demonstration Method
Potent Potables
100
True or False According to Gall, Watson & Young, about 80% of the estimated 80,000 questions a teacher asks annually take place at the literal level, e.g. "Are seeds sometimes carried by the wind?"
True!
100
This is what we should do after asking a clear, succinct question to an entire class.
What is pause (wait) long enough for a fair amount of students to process the question and consider their response?
100
True or False? Procedural knowledge is required to be able to perform a task in the act of doing it.
TRUE.
100
When using the demonstration method, a teacher should _______ something and _____ what is happening.
Show / explain
200
Whereas low-level questions are convergent in form, high-level questions are typically _________, which means that high-level questions can have ______________ answers.
Divergent Multiple/many
200
"Halting time" refers to the time after the teacher has done this.
What is explain something or give directions to an activity?
200
What other kind of knowledge is necessary in order for procedural knowledge to be of any worth to a student?
Declarative, like knowing the parts of an engine and their purpose, or recognizing a topic sentence when you read one. For a bonus 100. What is the third kind of knowledge that informs the student WHEN and WHY they should do something?
200
An "inquiry demonstration" asks students to observe a demonstration in silence, without questions or comments by students, and without narration or explanation by the teacher. Why might this benefit the class? Give at least one potential reason.
1. The mere act of listening can often interfere with comprehension. 2. Forces students to focus on their observation skills and connect the steps logically 3. Make inferences about what they saw and reach individual conclusions. 4. Gives the teacher an opportunity to ask higher-level questions.
300
"Wait time 1" describes the time initially after the teacher asks a question. If a teacher gets a response from a student and waits a second time, what is likely to happen?
1. Same student will add to or modify their response (great!). 2. Other students might "piggyback" (also good!). 3. Depends on how the teacher waits or the student. Student might doubt their answer (m'eh, not so great). DAILY DOUBLE QUESTION: What is the recommended range of time in seconds a teacher should wait using these methods?
300
When the point of a lesson or unit is to teach a procedure, the teacher should prepare by creating or designing this kind of analysis.
What is a task analysis? Daily Double Question! How do you write a "task analysis?" Or what should it consist of?
300
This is when the demonstration method can be useful (multiple right answers, I just need one).
What is: 1. When there's danger involved. 2. When you need to show the best/proper method to do something. 3. When you need to break a complicated task into detailed steps. 4. When you want to save time in the long run. 5. When explaining with words isn't enough.
300
https://www.youtube.com/watch?v=NK0ju7Bgmw0
What is an inquiry demonstration?
400
In order for a student to achieve higher-level thinking by the end of a lesson, what does a teacher need to consider while simultaneously building foundational knowledge?
How confident and capable a student feels at answering questions or doing tasks. Positive disposition!
400
These are 3 benefits FOR STUDENTS of using the "wait time" method of asking questions.
What are: Longer responses, more student discourse and questions, fewer nonresponding students, more student involvement in lessons, increased complexity of answers and improved reasoning, more responses from slower students, more peer interaction and fewer peer interruptions, less confusion, more confidence, higher achievement?
400
You are a garden educator who wants to teach her students how to properly plant a perennial bush, but it's been a while since you've done it yourself. As you're preparing the lesson and writing out the steps, what else might be useful to do BEFORE teaching it?
Plant a blueberry bush in your backyard. Do the task yourself and see if you're missing any steps or forgetting how long something takes.
400
What other method discussed last week might be useful after explaining each step in a demonstration?
Halt Time!
500
A student's ability to answer a high-level question is dependent on _______________________.
1. Confidence/positive disposition 2. An understanding of the basic facts about a topic
500
These are 3 benefits FOR TEACHERS of using the "wait time" method of asking questions.
What are: Less teacher talking, less repetition of questions, fewer questions per period, more questions with multiple responses, fewer lower-level questions, more probing, less repetition of students' responses, more application-level questions, less disciplinary action, increased acute understanding of nonverbal cues.
500
A ___________ is a series of steps that leads to the completion of a task.
What is a "procedure?"
500
Visibility of a demonstration is crucial. What might be important to consider to ensure that all students can see what you're doing?
1. Seating arrangements. Semicircles work best! 2. Where will you be? Are you blocking anyone's view? 3. Left and right are reversed. Think from the student's perspective.