https://padlet.com/k_penniall/lnttw0tsek2u Type the name of the section your group read then add key ideas as bullet points en-us 2017-04-20 03:10:30 UTC 2017-04-23 23:59:34 UTC hello@padlet.com https://padlet.com/k_penniall/lnttw0tsek2u/wish/167718403 ???

Helps to build metacognition.

Questioning should be carefully planned to help students meet learning goals.

Support and scaffold towards the desired outcomes.

Wait time important

Questioning to probe and unlock student understanding (formative ass)

Teacher modeling questioning should help with learners self questioning.

Questions must generate open ended answers/responses 

Questioning goes beyond recall and towards deeper and more lateral thinking.
SOLO, Blooms, HOTS]]> 2017-04-23 23:42:20 UTC https://padlet.com/k_penniall/lnttw0tsek2u/wish/167718403 https://padlet.com/k_penniall/lnttw0tsek2u/wish/167718516 Giving a specific instruction to direct the students in their learning for a purpose

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Clearing the doubt

Explaining in our own language

Peer / teacher 

Verbally explicit

Direct approach "Let me explain this to you."

]]> 2017-04-23 23:44:48 UTC https://padlet.com/k_penniall/lnttw0tsek2u/wish/167718573 https://padlet.com/k_penniall/lnttw0tsek2u/wish/167718648 Prompting

• encourage learners to use what they already know and can do
• builds metacognitive awareness and confidence
• reminders, strong hints, clues, gentle nudge, questions, wait time
• teachers need a detailed knowledge of the learner.
• teachers can not assume that studetns will transfer their learning.

Telling purposes

• To maintain momentum
•  reduce challenges facing student
•  most efficient
• helps students decide when to choose a particular literacy strategy
• also called frontloading

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Implicit

Remembering / Recalling prior learning

Connecting Ideas Example Aqua Water

Verifying Ideas from other sources

Direct Instructions

Should be used with other learning strategies

Connects what students learn with how they could learn it

Using metaphors 

Thinking Aloud

Goal Directed

]]> 2017-04-23 23:46:20 UTC https://padlet.com/k_penniall/lnttw0tsek2u/wish/167718674 https://padlet.com/k_penniall/lnttw0tsek2u/wish/167718682 The purpose of feedback are
* to affirm
* to inform
* to guide future learning

Describes feedback as the most powerful single factor that enhances achievement.

Feedback should be related to specific learning goals. Should be honest.

Feedback will help monitor and regulate students own learning; taking responsibility and ownership.

Effective feedback motivates students to learn. The student must understand the feedback that is relayed back to them so that they are able to act on it.

It is important to consider cultural and social appropriateness when giving feedback.

Give feedback to students privately.

Feedback can be descriptive - what has and has not been achieved.  Evaluative - Judgmental about what the learner is doing or has done, and carries the idea of approval/disapproval.

Feedback is not to indicate whether learners are right or wrong but to enable them to reflect on their use of strategies and on their learning.

Teacher should not allow their feedback to take over the ownership of the learning task.


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