Alina+Cohen

Please respond to the following: 1. How has reading, writing, thinking, and talking affected your learning today? It is absolutely necessary to develop and successfully implement reading, writing, speaking, listening, and thinking as tools for learning in instructional practice. How can we improve our thinking without effective evaluation practices? Writing makes our thinking “sound”. Writing is a response to reading. Writing is a reflection of previous experience, writing is an effective teaching model to help students question their experiences… 2. Return to your Reflection sheet and make additions to CGW. Thank you for your participation and enthusiasm today.
 * Collaborative Group Work Exit Slip**

**Writing to Learn Exit Slip** Please respond to the following: 1. How can writing to learn be used as an assessment tool? Writing respond for question, writing the steps used to solve a problem, w riting journal, writing a question, writing evaluation for per group work, writing respond for group work…

2. How would you use low stakes writing? Writing to evaluate part of new unit, writing to summarize lesson, writing in own words key concept, writing life experience related to new topic…

3. Write one question you would ask about what you learned today? What is the most effective strategy to develop critical thinking?

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

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Classroom talking is a central frame in learning experience, it is effective tool for experienced teachers whose goal is to engage students actively, to help them become generators of ideas, to build spirit and self-esteem among one another, and to explore, appreciate, and celebrate success in learning. ======

2. Which required teacher skill would you choose for your focus area? Explain what you will do to improve that skill. Group Work. Group Projects. **Questioning Exit Slip**

1. Each person reviews the Questioning Lesson Plan and makes 2 observations about the questioning techniques used in the plan. A key component in the success of teaching and learning lies in ability as a teacher to ask and answer questions effectively. The questions you ask, the way you ask them may open up or inhibit discussion. Good questions generate good discussion. To learn effectively students need to learn actively, and one way to encourage active learning is to ask questions. Good questions develop critical thinking skills and extend students’ analytical skills.

2. Go back to your reflection for today, how will you integrate questioning techniques? While questioning is one of the best ways to get discussion going. The most common error in questioning is not allowing students enough time to think. Asking “why” or “how” questions enables students to figure things out for themselves and so learn better. Asking good questions also puts the responsibility for learning back with the students, enhancing their autonomy and facilitating participation. It is very important to include the preparation of questions in your planning (plan the questions for each section of the class well in advance). Think about the structure of the question and its purpose. Is the aim of the question to: Uncover misunderstandings? Encourage further questions? Enable students to think about a particular issue? Display a right answer? Good questioning leans towards the open-ended and higher-order forms as much as possible. Higher-order questions require students to perform interpretive rather than descriptive tasks. Questioning is one of the best ways to analyze, compare, evaluate, design or predict.

3. How could questioning affect Classroom Talk?

Effective questioning will develop a relationship with students (provide recognition and reward to students), promote an environment in which students learn actively, develop the communication skills of students. Teacher need to develop an environment in which students feel comfortable with questions and expect to be asked them. Asking “why” or “how” questions enables students to figure things out for themselves and so learn better. Asking good questions also puts the responsibility for learning back with the students, enhancing their autonomy and facilitating participation.

Scaffolding

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

Scaffolding support all strategies: identifying the area that is just beyond but not too far beyond students’abilities, Scaffolding helps to p rovide individualized instructions and differentiated instructions. //Scaffolding helps teacher fully considered the individual student’s needs, predilections, interests, and abilities to learn quicker and better -time on task is increased and efficiency in completing the activity is increased. Through the structure provided by scaffolding, students spend less time searching and more time on learning and discovering resulting in quicker learning. Scaffolding engages students, motivates students to learn minimizes the level of frustration for students. Students achieve more in classes in which they spend much of their time being directly taught or supervised by their teacher. Students can become independent, self-regulated learners through instruction that is deliberately and carefully scaffolded. Scaffolding can be supported by WTL and Questioning strategies in efforts to provide the best educational opportunities for all of our students. // 2. What scaffolding techniques will you try this week? With the use of scaffolding (by teaching across subjects and connecting learning assignments to students life experience), I will promote the ability of students to access potentially relevant knowledge in problem-solving situations.