Michael+Grothmann

**Collaborative Group Work Exit Slip**
Please respond to the following: 1. How has reading, writing, thinking, and talking affected your learning today?

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2. Return to your Reflection sheet and make additions to CGW.
 * //It reminded me that I need to vary how my students interact and learn in class. Also, I should be conscious of planning lessons that allow me students to actively construct meaning of the content of each lesson.//**======

Thank you for your participation and enthusiasm today.

**Writing to Learn Exit Slip**
Please respond to the following:

1. How can writing to learn be used as an assessment tool?


 * It can demonstrate what students know or don't know about a topic.**

2. How would you use low stakes writing?


 * I use low stakes writing daily in the form of a journal.**

3. Write one question you would ask about what you learned today?


 * Could you suggest a simple rubric for grading journal entries that is more explicit than pass/fail or ok/strong/weak etc.? I want to stress quality over quantity though I tell the students to write "1/2 to 3/4 page."**

**Classroom Talk Exit Slip**
1. How can increasing student talk affect student learning?


 * //Conversations help students find gaps in their understanding, develop reasoning, and help students learn to talke like "technical communicators."//**

2. Which required teacher skill would you choose for your focus area? Explain what you will do to improve that skill. **Questioning Exit Slip**
 * //I would work on my questioning skills, particularly to encourage discussion and to promote further inquiry by the students. In order to do this, I would spend more time researching the topic and guide (when necessary) the students in the discussion to generate authentic/compelling/problem-oriented questions for further research.//**

1. Each person reviews the Questioning Lesson Plan and makes 2 observations about the questioning techniques used in the plan.


 * (1) I find questions that ask how and why more engaging than who, what and where questions.**
 * (2) I thought that asking questions that require the students to examine a story from a different perspective or generate alternate endings can be engaging -- requiring higher-order thinking and allowing for students to be creative. My group discussed this in working with the 3 Little Pigs story.**

2. Go back to your reflection for today, how will you integrate questioning techniques?


 * I plan to ask questions that are at higher levels on Bloom's taxonomy. In the social studies classes I will teach -- civics & economics and U.S. history -- I will try to generate questions and use student-generated questions to guide our inquiries that are on the higher levels of Bloom's taxonomy -- questions that analyze ("Why did . . . How is ___ similar to . . . What would be the outcome if . . .) evaluate (Is there a better solution . . . What are some alteranatives to . . . What are the pros and cons of . . .) and create (Can you design a . . . What would happen if . . . Can you see a possible solution to . . .).**

3. How could questioning affect Classroom Talk?


 * Higher-level thinking questions can help promote engaging classroom talk, by requiring students to give more thoughtful responses than merely answering who/what/where questions that focus on recalling information. Questions that require critical thinking can elicit responses that further stimulate discussion and promote additional inquiries as topics or questions for further research.**

Scaffolding

1. How would the use of scaffolding support the WTL and Questioning strategies?


 * //I would have the students write what they know about a topic (to access prior knowledge) before a class discussion.//**

2. What scaffolding techniques will you try this week?


 * //Ask students "what they already know" to activate prior knowledge before reading a historical document. Follow up by requesting clarification so they dig a little deeper into what they already know before writing. //**