I agree with the author's contention that rigor is is impacted by student motivation and engagement. This is the heart of quantum learning, which our county has embraced. So far, this book is supporting all that I learned in my five day quantum learning experience.Page 34 asks us to reflect on a recent lesson focusing on student engagement. I read a book a few years ago which suggested planning/teaching is five minute chunks. This has helped me develop mini-lessons which lead to more student engagement. I try to present the content, model it, practice it, and assess it.(written or oral)
One of the areas I would like to improve in is asking better questions. I thought Ciardiellos's model on page 23 was succinct and useful. I don't want to rely on using memory questions, and could use some guidance.Hopefully, the book will give some concrete examples in the chapters to come.
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I have also been focusing on asking 'good questions' in class in both assessment and instruction. I have heard of some counties in Tennessee and Kentucky using "Essential Questions" in their presentation of a lesson. These questions permeate the content of the lesson, and should relate to a specific standard. I have seen this modeled, and I have tried to implement it some in my lesson design. I have found it very useful, but I am still researching how to best form the questions for the best results.
ReplyDeleteThanks for the info on "essential questions." I'll do some research on it.
ReplyDeleteYour post regarding mini lessons is on target. Last year I began using small groups across the curriculum-not just in reading. I complete langauge lessons and math lessons in small groups after presenting a mini lesson over the skill/concept. In addition, I incorporate the Daily 5 rotation for reading, writing and word work. This allows me to confer weekly with each child and give them the assistance they need at that time and where they need it the most. I to would like to learn more about these Essential Questions.
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