In chapter one we answered the question, what is quality questioning. I learned a lot of technical terms about quality questioning and some are posted on my Miro Board, but in simple terms, quality questioning is where I would create an equitable learning environment by thinking through some questions to pose that permit deeper understanding of key concepts. I will also allow what I would like to call, no wrong answer, which means I would use my skills to create environment where the class finds the path to the correct answer together. If I work hard enough I can examine the thought process of the student and use scaffolding to guide them to the correct answer. Quality questioning takes extra thought and preparing on the teachers end, but creates a much more confident student that uses critical thinking to learn collaboratively. The cycle of questioning is an important resource to help the educator build a framework of quality questions. I will use this by referencing it frequently while lesson planning.
In chapter two the focus was on building the question itself. I would use the rubric for formulating and assessing quality questions to help me design lessons and formulate questions by using it before the lesson and asking myself these questions, but also this would be a fluid process. What I mean by fluid process, is I may have to reevaluate after this lesson depending on students reactions to the questions I ask. I may think it is a great quality question, but it doesn't work for my class demographic or age level.
In chapter three we looked at different ways to involve students. Alternate responses that resonate with my teaching style the most are choral responses where every child participates together early in the classroom experience because this builds the confidence early on, peoplegraph because it is an excellent source of critical thinking, moving around so everyone is up on their feet and excited to participate, and I like using technology such as Quizizz and Kahoot because this format can involve all students and be interactive to drive engagement.
In chapter four we looked at how teachers can assist students making learning connections and the use of scaffolding. It is important to establish the expectation early that each student will be required to participate and using "wait time" to navigate the silence and give students a chance to formulate answers. If students know that they are expected to answer and they also know that they will be given adequate time to formulate an answer the result will be maximum engagement and learning in the classroom.
Chapter five discusses the importance of feedback to deepen learning and broaden knowledge. It is important that the teacher engage with the student response by asking follow up questions as well as asking peers to add to the answer or if they have a different answer. By providing feedback students take what information they have, collaborate with others, and therefore deepen their understanding.
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