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Wait time

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I will continue to use more open ended questions with my students.

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I need to work on effective use of wait time and students have discussions with each other without interference from the teacher during math time.

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I need to work on effective use of wait time and students have discussions with each other without interference from the teacher during math time.

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Engaging more in students in discussions

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Engaging more in students in discussions

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Working with my students on compare and contrasting... understanding the difference between the two

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I would like to work on getting my students to challenge one another's responses.  While I see some of this happening with our Number Talks, as a result of the modeling we have done , I would like to see it happen in all subject areas.

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An idea to get more student interaction would be to have the students take a minute to write down what individually they noticed of things of similarity/different and then turn and talk at their tables with peers to discuss the similarities/differences. I can then have a representative of each table share the list of things that were similar/different from the table and compile a list on the board. In this model all the students will be engaged.

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I would like my students to initiate higher-order questions. I plan to model how to do this with them. This will take time and practice.

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Students will extend on their classmates comments and question their thoughts and challenge their thinking in a learning process.

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Students will extend on their classmates comments and question their thoughts and challenge their thinking in a learning process.

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Encourage more peer discussions without ongoing mediation

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Have students talk to one another w/o teacher mediation 

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Have students talk to one another w/o teacher mediation 

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Say “talk to your neighbor about how the character changed throughout the story.”

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Effective use of wait time and multiple student responses.  

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Effective use of wait time and multiple student responses.  

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I find that in a 30 minute session I decrease the amount of discussion and wait time,  so being mindful of the time available and yet allowing the needed think time and student voice is a goal for me.

Jen Moore

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I am working on getting my cognitively challenged students to even ask a question.

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I need to incorporate higher-order questions. I also want to continue to work on having all students engaged in discussions. I will continue to use sentence stems to facilitate this.

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I will aim to have students build on and use previous student responses to question in order to depend understanding. Rather than be defensive about discussion they can use what is talked about to think deeper.

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One of the components that I will work on from level 4 is encouraging students to comment on, challenge, and extend the thinking of their peers.  I will work on modeling this by sharing sentence starters to help them dive into their thinking and build those skills. I will also start encouraging students to comment on the work of their peers when it is share in class, on Seesaw, and 🤬 grid. I have modeled what these responses would look like in the past so I will continue to do that moving forward to help build student confidence.

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More student participation in our daily Math Talk..students will “carry” the majority of the discussion by asking each other questions and responding to each other. I am trying to get students to initiate statements like I agree with you because...

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I would like to work on asking more higher level questions and being sure to give more wait time. This is really hard to do!

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I want my students to be able to start conversations on their own and not need me to facilitate the talks.  I plan to do this using EEKK (elbow elbow knee knee). It takes a lot of practice but towards the end of the year they should be able to be successful and able to maintain it for first grade.

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Looking at level 3, I need to work on having students to talk about the conversation with one another rather than having me be the “director” of the conversation.  One way I could do this is by starting teaching this in our morning meeting and encouraging students to respond when someone makes a comment.  With students being able to talk socially, I believe this will transfer into academic areas as well.

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I was at level 2 and I completely see why. I pulled the lowest kids to me and lowered the rigor for them. Now I strive for more talk between the students and encourage them to puzzle it out. Since then, I have noticed the level of respect among the group improve, even lower students are respected for their individual strengths!

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I would like to see my learners asking deeper questions than surface level questions to initiate more conversation in the classroom.

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I would like to see my learners asking deeper questions than surface level questions to initiate more conversation in the classroom.

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Students initiate high order thinking questions:

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Students initiate high order thinking questions:

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In science, in most cases, each lesson is the first time students have heard a tier 3 word or the introduction to a concept is something that they have very little background knowledge in. To then get higher level DOK 3 or 4 thinking is very difficult. As we assess, asking students to dive deeply into their comprehension of a new concept doesn't always allow for all students to show what they know. The language barrier that exists as well in only one hour a week, can pose the challenge of student understanding.

Renee

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* The teacher asks students to justify their reasoning, and most attempt to do so.

I am working on getting students to talk back and engage with each other on the carpet. It is hard when at our level, we are working on social skills and having conversation. Many do not freely participate and trying to describe how they know something is tough. We are working on getting them to use a sentence frame:
"It is...because..." or " (Answer)...I know because..."

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Remembering to use that wait time and ask the question in different way.

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I'd like to work on..."discussions enable students to talk to one another without ongoing mediation from the teacher."  I'm making a concentrated effort to do less "teacher talk" but it's HARD to do!

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I would like to see my learners extending the discussion amongst themselves. I encourage them to participate in discussions using sentence stems and practicing responding to each other. While I want to deepen the DOK questioning level, I also want to figure out how to define the balance between productive struggle and complete struggle.

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I would like to improve on my open-ended questioning in my lesson plans. I can do more to encourage students to think more about specific topics in different ways. This way, I can involve more students into the discussion.

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From level 4 I would like to add students initiating higher-order questioning to my lesson planning. I plan on modeling the creation process for making the questions and giving the students time to create and discuss. I'm looking forward to what they come up with. I think this will help them with their own mastery of the content as well.