Over the last week, I've seen two examples where teachers walked away from students who were in need of help.
And it was GREAT!
In both examples, the teacher facilitated and advanced learning. First, let me talk about the situation I observed in Mr. McCrory's math class. Students were working in partnerships and were actively using math vocabulary as they tried to solve a series of problems. Two partnerships were stuck on the same problem and were consulting each other. After a minute or two, it was obvious they were close but were not quite able to get to the answer. Erasers were getting worked hard. Mr. McCrory came over and asked what is often called an advancing question, "Can you explain what you've done and what's next?"
Mr. McCrory answered succinctly, "That's one way to solve it if you do what next? Another student chimed in with the answer and the original student made a comment along the lines of "but isn't there another way?"
To this Mr. McCrory responded, "Yes. A simpler way would be to [brief non-specific explanation] Why don't you try that." He then walked away. The group explored the problem further and BAM! came up with an answer using the "new" technique.
The second example occurred right across the hallway with Ms. Kelly. After working through an question with a student who was struggling, the student arrived at the correct answer. Sensing that the student needed further help, Ms. Kelly stayed by the side and offered prompts to the student as she worked through the next problem. After the student had completed that problem, which was the last problem, Ms. Kelly asked two advancing questions--most likely because she was unsure if the student had truly mastered the concept. Ms. Kelly's first question was "How are the answers to these two questions the same?" She stuck around for the answer. Then she popped a more difficult question, "What would happen if these were flipped (referring to the angles of the triangle)? Think about it."
Then she walked away.
Ms. Kelly's last question was an example of an advancing question. She had assessed what the student knew in relation to the lesson's learning target and recognized that she needed to move the student's understanding further.
While both teachers showed remarkable skill in developing these questions on the fly, it's often very difficult to develop assessing questions and higher-order thinking questions in such a manner as you bounce around the room facilitating the learning of 25 students. In such situations, we often revert to providing the answers. A technique that I used was to write assessing and advancing questions in the margin of my copy to avoid this.
A tip I learned from an English teacher was to use assessing and advancing questions as a feedback tool. After collecting the work, she would write questions on each student's paper and hand them back to the students during the next class when they would be expected to "advance" their work. I've also seen a teacher type assessing and advancing questions onto labels and then as she walked around the class, she would stick them on students' papers to advance their learning.
By walking away, the teachers challenged the students to further their learning. They engaged the students in deeper learning and made learning visible to the student.
Assessing questions:
Advancing questions:
And it was GREAT!
In both examples, the teacher facilitated and advanced learning. First, let me talk about the situation I observed in Mr. McCrory's math class. Students were working in partnerships and were actively using math vocabulary as they tried to solve a series of problems. Two partnerships were stuck on the same problem and were consulting each other. After a minute or two, it was obvious they were close but were not quite able to get to the answer. Erasers were getting worked hard. Mr. McCrory came over and asked what is often called an advancing question, "Can you explain what you've done and what's next?"
Mr. McCrory answered succinctly, "That's one way to solve it if you do what next? Another student chimed in with the answer and the original student made a comment along the lines of "but isn't there another way?"
To this Mr. McCrory responded, "Yes. A simpler way would be to [brief non-specific explanation] Why don't you try that." He then walked away. The group explored the problem further and BAM! came up with an answer using the "new" technique.
The second example occurred right across the hallway with Ms. Kelly. After working through an question with a student who was struggling, the student arrived at the correct answer. Sensing that the student needed further help, Ms. Kelly stayed by the side and offered prompts to the student as she worked through the next problem. After the student had completed that problem, which was the last problem, Ms. Kelly asked two advancing questions--most likely because she was unsure if the student had truly mastered the concept. Ms. Kelly's first question was "How are the answers to these two questions the same?" She stuck around for the answer. Then she popped a more difficult question, "What would happen if these were flipped (referring to the angles of the triangle)? Think about it."
Then she walked away.
Ms. Kelly's last question was an example of an advancing question. She had assessed what the student knew in relation to the lesson's learning target and recognized that she needed to move the student's understanding further.
While both teachers showed remarkable skill in developing these questions on the fly, it's often very difficult to develop assessing questions and higher-order thinking questions in such a manner as you bounce around the room facilitating the learning of 25 students. In such situations, we often revert to providing the answers. A technique that I used was to write assessing and advancing questions in the margin of my copy to avoid this.
A tip I learned from an English teacher was to use assessing and advancing questions as a feedback tool. After collecting the work, she would write questions on each student's paper and hand them back to the students during the next class when they would be expected to "advance" their work. I've also seen a teacher type assessing and advancing questions onto labels and then as she walked around the class, she would stick them on students' papers to advance their learning.
By walking away, the teachers challenged the students to further their learning. They engaged the students in deeper learning and made learning visible to the student.
Assessing questions:
- Are based on the student's work.
- Provide clarification to the student and teacher.
- Support the student's metacognitive growth.
Advancing questions:
- Are the next step and are based on what the student can do.
- Are intended to extend the student's knowledge and level of mastery.
- Challenge the student to advance their learning and to think of problems in new ways
A tip I learned from an English teacher was to use assessing and advancing questions as a feedback tool. After collecting the work, she would write questions on each student's paper and hand them back to the students during the next class when they would be expected to "advance" their work. I've also seen a teacher type assessing and advancing questions onto labels and then as she walked around the class, she would stick them on students' papers to advance their learning.
Shout Out: Ms. Rita
We currently have 1,196 students. I'm a firm believer that we all teach and are responsible for all 1,196 students and that everyone must make a contribution to ensure the success of each student. Ms. Rita demonstrates such commitment as she has--without being asked--manned the purple doors during Mustang Morning and the first part of lunch to ensure our students are attending classes and meeting our expectations.We must continue to work as a team of people all working to achieve our goals and the success of every student.
Thanks Ms. Rita!
Tasks, Important Dates/Information
March 2: Monticello PD Day (plan for instructional showcase, PLCs, freshman seminar)
10:00am: Freshman Seminar Teachers Meet
12:00-1:30 PLC 1
1:30-3:00 PLC 2
Please use time throughout the day to complete any work necessary for the showcase and other matters.
PLC Collaborative Work for month of March
- Prepare 3rd common assessment
- Reflect/Analyze reteaching strategies from midterm and their effectiveness
- Determine SOL preparation plans for current students
Optional PLC Collaborative Work for the month of March:
These can be used to facilitate the above as well
March 3: Teacher Work Day
March 3: Teacher Work Day
This is a teacher flex day, meaning you can work from home. School will be open. Please ensure that you have.
- Completed teacher course requests (we will be contacting those who haven't)
- Request students for Mustang Morning. This is a school expectation that any student with a D or F or in jeopardy of failing is requested by the teacher. For directions: https://docs.google.com/document/d/1lgRaSKQaQ-SBPoqXw8tKD_wsrWJ07pJGBVMkDvefWTQ/edit
- Additionally, please make sure that you have contacted families of students with D's and F's
March 5: Community Showcase 4:30-7:00
Birthdays
March 3: Chris Stanek
March 4: John Kinney
March 4: John Kinney
Important Links
- This includes links to the Friday calendars and the year-end calendar
Seeking volunteers? ACPS is attempting to expand volunteer outreach and help teachers find volunteers. Here’s a form that takes a minute to complete.
Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm
Want something included on the Monticello Outlook Calendar, the Monticello website, in the PowerSchool Daily Bulletin, schoolwide Schoology accounts, or the student newsletter (viewed by parents, students and staff)? Please use this link https://goo.gl/forms/bIjfJLKokWPcEHx33
Worth Your Time
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