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3/18/18 4:39 PM

Stand Where I Stand” Debate I am unfamiliar with "stand where I stand". I have not used that as a student and do not have much experience with it. I think I would use this to practice it and have students experience it. It will help students understand someone else's perspective and create great discussions for a classroom. I think it is best to use it with older students. Students will learn to stand for their ideas and express their thoughts and be able to use argumentative language to discuss their reading. Sacdiyo Abdullahi

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I think I need to work most on incorporating more whole class discussions. I'm more comfortable with a think-pair-share type format for discussion, especially in a science classroom. I also need to work on helping students come up with the questions or the discussions. I think this would help them be more engaged in the discussion and help them feel like they're an important piece to the puzzle. Incorporating discussion, in general, is something I will need to work on.
Amy

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Student-designed questions are a great idea but this is a strategy I would need to practice. Students writing out essential questions or learning by questioning is a goal but it would be difficult to narrow down the questions in groups. By having students all write out questions and then narrowing it down, I would worry too much that some students views or opinions were not being read. This is something I would need to overcome because I can't always read or even have the time to read and understand every question before the next lesson plan.

- Carolyn Bramley

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I need to work on modeling a variety of questioning strategies specifically student-designed questions. I use a variety of questioning strategies to extrapolate ideas and thought processes from students, however I do not spend a worthy amount of time helping the students to develop questions masterfully. In reflection,when we do the "hot seat" activity is probably the only time I spend a lot of time modeling proper question forming for the students. This will help students to know how to dig deeper and gain more understanding and connections without a teacher being present to guide their discovery. This will also benefit the students by giving them confidence in question formation, listening closely for details, and connecting to content that they are specifically trying to master.
Sherry Short

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Working with a group of sixth grade boys has lead to some self-analysis with my own comfort level in healthy debate and relating ideas and opinions.  While I’ve always been able to see issues from multiple sides, I tend to avoid confrontation.  So when dealing with ages and personalities where being RIGHT is more important than thoughtfully listening to another’s point of view, I find myself needing to work on embracing the passion with which these young men (and all students) engage in expressing their beliefs. At the time, I must balance that with the need for structure and respectful listening.  Whatever the topic—which for my students has ranged from politics and religion to Star Wars Legos—modeling off-the-cuff strategic questioning is a skill I intend to work on.
-Matt Holden

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What I think could use more work in my classroom, is creating a culture of participation. Thinking and reflecting or two large concepts that I am even working on today! In today's culture information is handed to us instantly. This rarely leaves time for anyone to go through a strategic thinking process and/or reflect. Reflecting should become part of a daily process, because it helps students to grow and re-shape past experiences. Planning these type of questions into the activities will ensure there is time for reflection. I also learned that I like issues to be resolved quickly, which doesn't allow much time for discussions. I am not a fan of confrontation so incorporating discussions is something I need to integrate into my lesson plans. Some good examples to use are: think-pair-share, informal learning groups, and group dialogues as mentioned in The  Teaching Center article.

Brooke Perillo

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Reading The Teaching Center's article on discussion strategies, I realized that an area where I have lacked experience and training is in giving middle school and high school students opportunities to learn through discussion. When I am a guest teacher in high school classrooms, I am often given something easy for the regular teacher to prepare and for me to assign: boring worksheet packets. This leads to a lack of engagement which usually results in students chatting and behavior problems. Rather than being limited to the worksheets, I can use them as a springboard for discussion in groups. I particularly appreciate the group dialogues strategy as a way to get students moving and interacting with each other.
Nicolle Venneman-Bauer

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I believe that having discussions are a healthy part of life.  I think it allows for a student to voice their opinions and it helps build self confidence and the student will be more engaged and willing in larger group discussions.  Listening to large group discussions will open students to other points of view.  I think that small group discussions are a great way for students to not just learn about the topic at hand but allow them to prepare for the workforce.  I think the hardest thing for me to have enough discussion points to utilize small groups and large groups.

Kevin Barlow

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Let me be clear: I have room for growth in every area of teaching. That said, however, I am looking forward to learning more about the level of complexity in the questions I can pose to English language learners. If the questions are too simple, they won’t be cognitively challenging enough for my students. But if the questions are too hard, that won’t work either.  This is a growth opportunity for me as I do not feel as though I have a firm base in this area. What if I planned to warm up with simpler questions, then progressed into deeper questions and see how that goes? I believe that questions and discussions will be a very rewarding aspect of teaching.
Marie Overfors

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For me the aspects of questioning tends to bring students to a more concrete conclusion.  Whereas, discussions tend to broaden the potential answer outcomes.  Regardless of the discussion tactic, I believe the challenge lies in facilitating the desired outcomes.  What I mean is, even with question perimeters that set up a discussion, there is the potential to miss the targeted discussion points the teacher is aiming for.  So, the challenge I find is structuring the set-up of the discussion so to have a more predictable outcome.  Which ironically lies heavily upon utilizing the right questioning tactic.  Chick vs Egg??
Tom Schulz

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Describes the use of simple projects to help freshmen-level chemistry students develop chemical knowledge and an aptitude for the research process. These projects pose a new problem to students without presenting a detailed experimental procedure. Guiding questions help students design their own experiments and stimulate students to think independently, learn to organize and analyze data, and draw conclusions

Jiajun wang

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i think collaborative learning enhances critical thinking. The concept of collaborative learning, the grouping and pairing of students for the purpose of achieving an academic goal, has been widely researched and advocated throughout the professional literature. The term "collaborative learning" refers to an instruction method in which students at various performance levels work together in small groups toward a common goal. The students are responsible for one another's learning as well as their own. Thus, the success of one student helps other students to be successful.
Jiajun wang

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I do think-pair-share every day with my students as part of their guided reading and I ask a lot of questions to jog their memories about what the vocabulary word definitions are. What stood out for me was the idea of assigned roles as explainer,  questioner and scribe for think-pair-share triad. Having the explainer present the notes of the scribe is a great tool for the explainer to get immediate feedback on how well they understood the question or problem. If the scribes notes are not clear or "miss the mark" then that can open a whole new avenue of learning for the triad and the class as a whole. It opened my eyes on how you can simply ask a question and hope for a correct response, or you can not only ask an essential question, but even create an environment whereby in the answering of the question it requires multiple transfer goals and twenty first century skills just to do the activity that enables answering the question.
- Josh Craig

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Working in the classroom I already do a lot of questioning. For example, when I read a book to a student I will ask them to foresee what will happen. However, I do not do a lot of seeking out evidence. This is one area that I need to work on. In a special education classroom this may be hard because communication can be difficult. Even though I can still improve on asking how and why they got the answer they did.
Emily Kaas