https://padlet.com/abelcastro/ejfahdn5ddka Purpose and Key Features Charts en-us 2019-11-08 17:22:46 UTC 2020-06-11 17:10:01 UTC hello@padlet.com abelcastro https://padlet.com/abelcastro/ejfahdn5ddka/wish/408765333 2019-11-08 17:22:46 UTC https://padlet.com/abelcastro/ejfahdn5ddka/wish/408765333 abelcastro https://padlet.com/abelcastro/ejfahdn5ddka/wish/408765334 2019-11-08 17:22:46 UTC https://padlet.com/abelcastro/ejfahdn5ddka/wish/408765334 abelcastro https://padlet.com/abelcastro/ejfahdn5ddka/wish/408765336

Find out what students are currently thinking 

Have students clarify their thoughts and steer them back

Clarification of what kids are currently thinking...get more information from students...

Dig a little deeper (not pushing them yet, but clarify where they are at right now).

Don't add inflection to your voice because you don't want to stall up students and make them stop. NOT challenging their thinking yet. 

We don't want students to change to what they think we want to hear.

Used when teacher doesn't quite understand what is in student's head....I want to understand you, and I want your peers to understand you.

Switches pressure from student (you should have right answer) to teacher (you didn't ask the right question to clarify what is in my head)

Teacher might have to try harder in how they ask questions.

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Based on something kids already said (follow-up questions)

Looking for more information 

Clarifying ideas

"Tell me more about that..."

What do you mean when you say this?

Asked to a single student...could possibly be small group

Asked to one student FIRST...but may be redirected to other students (in some ways that shifts it back to an elicit) 

What do others think about that (follow-up elicit after a probe to a single student)

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Push students deeper in their thinking

Extend an idea in a new direction.

Would be a place where you could use new science vocabulary

Gets students to think more deeply about a new concept

Make connections between what they started with and their new understanding (apply ideas beyond to new contexts)

Asks students what they are thinking AFTER they  have learned some new ideas...

]]> 2019-11-08 17:22:46 UTC https://padlet.com/abelcastro/ejfahdn5ddka/wish/408765338 abelcastro https://padlet.com/abelcastro/ejfahdn5ddka/wish/408765339

Would be a place where you could use new science vocabulary

Asked after some experiences have happened

Could happen at any point (maybe after an experiment) 

See if students can apply science ideas they learned.

If we think of challenge questions only as summative...we miss out on purpose of questions such as "can you make this connection between ideas?"

Used any time during lesson sequence EXCEPT when eliciting student ideas. (Elicit are non-confrontational...get all ideas out...challenge questions might undermine the openness and undermine getting everyone's initial ideas. Might shut students down)

Like a quiz, but NOT just summative...not just check for understanding.

NOT a leading question (a leading question is when a teacher elicits his or her own thinking...trying to get kids to guess what's in my head).

]]> 2019-11-08 17:22:46 UTC https://padlet.com/abelcastro/ejfahdn5ddka/wish/408765339 abelcastro https://padlet.com/abelcastro/ejfahdn5ddka/wish/408765342 2019-11-08 17:22:46 UTC https://padlet.com/abelcastro/ejfahdn5ddka/wish/408765342 bscsskowalski https://padlet.com/abelcastro/ejfahdn5ddka/wish/409669468 2019-11-11 20:15:21 UTC https://padlet.com/abelcastro/ejfahdn5ddka/wish/409669468 bscsskowalski https://padlet.com/abelcastro/ejfahdn5ddka/wish/409669646

They fit well together because the fit in a sequence.

They all have to do with getting out student thinking.

You don't build your science content storyline by simply asking questions of students

Could have split elicit separate from probe/challenge?  

Probe and challenge questions only come after students have done something

Probe COULD go with elicit...Probe COULD go with challenge...

Some other combination? Challenge on its own? (Challenge is about moving learning forward whereas elicit and probe may not do that?)

]]> 2019-11-11 20:15:49 UTC https://padlet.com/abelcastro/ejfahdn5ddka/wish/409669646 bscsskowalski https://padlet.com/abelcastro/ejfahdn5ddka/wish/409733432

Determine where the kids are, prior knowedge, prior experiences and identify misconceptions

engage students in topic.

Students draw from experiences and background before teacher puts ideas in their heads. (what do students bring to classroom not what the teacher brings to the classroom)

Directed to a large group...get as many ideas out there as you can...brainstorming session. Has added benefit of getting students who aren't participating interested.

Typical to have a "first five" or "due now"...can be a way that shuts students down if students think there is supposed to be a right answer. By contrast, elicit opens things up and allows students to feel part of the group right from the beginning.

Opens up the learning

Provides an entry point for all students. 

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Students my see a scenario and students give "I wonder" statements (everything goes down, nothing is turned away or corrected) 

Helps students see that everyone has lots of ideas

Not one right answer ( do not say at this point what right answer is.

Scientific terminology is kept to a minimum (uses everyday language)

Often allows for predictions (what do I think will happen...to be followed later in the lesson with why do I think that will happen)

Typical to have a "first five" or "due now"...can be a way that shuts students down if students think there is supposed to be a right answer. By contrast, elicit opens things up and allows students to feel part of the group right from the beginning.

Asked at the beginning when opening things up

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