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When students begin asking each other questions, it can be closely connected to providing feedback to each other.

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I need to remember to call on  all the students even if they have don't want to participate.

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By not providing my students with enough chances to generate questions themselves, this means that their curiosity is not developed further.

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Students are able to monitor their materials in a timely fashion, allowing them to review assignment and change as needed because they have an amount of days to fully complete the
ir projects.

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In small groups active responses build more awareness to the text. It is helpful for me as the instructor to ask open ended questions to get the student alert to the text.

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We have process time before calling on students to answer

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We have process time before calling on students to answer

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I use a curriculum that is high frequency and includes a lot of DOK questions and assessments.

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By asking purposeful and coherent questions, you can guide students toward the objective and ensure that they master the objective. This helps students to the heavy lifting rather than the teacher providing the answers.

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Varied. High quality. Mix of question types.

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Varied. High quality. Mix of question types.

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This is definitely an area of improvement for me because I seem to be stuck in "understanding land" which makes it difficult for me to address assessment. My questioning turns into leading students towards my objective but fails to truly have them to explore, stretch their learning and arrive at their own newly discovered vocabs or ideals.

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Teacher consistently asks questions that are purposeful and coherent, which allows students to practice several different types of thinking in one lesson.

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The ability to ask questions frequently shows that teacher has knowledge of his/her content. The teacher is able to guide student thinking to reach the level of understanding that he/she is looking for.

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Teacher teaches two or more types of thinking: analytical thinking-compare/contrast/explain; practical thinking-apply/implement

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Managing Student Behavior/Activate Prior Knowledge 

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Managing Student Behavior/Activate Prior Knowledge 

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Open ended questions and wait for responses. Provide follow up questions if students seem stumped.

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Teacher sometimes highlights key concepts and ideas and uses them as bases to connect other powerful ideas.

Asking purposeful questions can drive students to make connections between the lesson objectives and bigger ideas.

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consistently ask questions to make sure students understand the material

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consistently ask questions to make sure students understand the material

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consistently organize the content and don't purposefully have to go back for material

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consistently organize the content and don't purposefully have to go back for material

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By planning our questions ahead of time and sequencing them strategically, we can help drive the structure of our lessons, making sure the lesson is coherent.

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Lessons plans are centered around IDOE standards and objectives

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Lessons plans are centered around IDOE standards and objectives

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The teacher sometimes develops learning experiences where inquiry, curiosity, and exploration are valued.

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Sequencing questions keeps the lesson moving and provides  opportunities for students who progress at a different learning rates.

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teacher practices regularly incorporate student interests and cultural heritage

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Students will notice that they will be given enough time to carefully think through their questions before answering. This will *welcome all members and guest* to participate in the environment.

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By asking multiple questions I am able to challenge students to critically think and explain the information.

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Activities and Materials because we would be incorporate resources beyond the school curriculum texts

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Activities and Materials because we would be incorporate resources beyond the school curriculum texts

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Students should be constantly engaged. This should limit the amount of classroom disruptions.

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Having students generate the questions enhances their analytical thinking and helps them become independent learners

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Students generate questions that lead to further inquiry

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All questions relate to daily objective and don't go on tangent from the instructional goal

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Keeps all students on their toes!