1. High Impact Instructional Moves Week 2

3. I-4 Effective examples would include questioning that: Asks students for reasoning behind their answers, regardless of if answers are correct and typically before indicating if answers are correct or not. Is designed to support students reaching the intended learning. Requires students to analyze, evaluate, and synthesize what they know and learn. Focuses students‘ attention on discipline‘s big ideas and/or make connections between big ideas. Uses feedback loops to get additional information from students (i.e., question>answer>clarifying question>answer>probing question>answer). Waits 3–5 seconds after posing questions. Scaffolds questions through simplified sentence structures, slower pacing, and additional wait time according to ELLs‘ English language levels, as well as according to students‘ entry to tasks. Moves students toward self-discovery using inquiry-based process.

4. I-4 Observable EvidenceEffective Student Behaviors Students demonstrate critical thinking processes when responding to questions. Students engage in dialogue with one another to answer questions

5. Research Read “No Opt Out” excerpt from Teach Like a Champion by Doug Lemov Read “Wait Time” excerpt from Teach Like a Champion by Doug Lemov Read “Stretch It” excerpt from Teach Like a Champion by Doug Lemov Find on the moodle menu under week 2

6. Higher Level Questioning It is easy to get stuck in a rut of asking only recall questions. As educators we need to challenge ourselves and our students to take that recall information and learn to apply it. It is important for students to learn definitions but if they cannot apply these definitions to real situations then what have they really learned? Read example higher level PE questions – find on the moodle menu under week 2.

7. Questions to Ponder: Did you see use of the questioning techniques studied this week in the video? No opt out, wait time, stretch it, and higher level questioning? Was this questioning effective? How would you make it better? Could you see yourself using these techniques in your classroom?