I figured out what we love about snow days. It is definitely not the snow (or dust, considering what we've had). We enjoy the unexpected and unplanned time off. Think about it, we get scheduled days off throughout the year but we have so much to do on those days that we lose sight of the value of the time "off". A snow day is an impromptu event that forces us to stay home. If you are like me, you get a rush when you see our system pop up on the news or when the call comes through. Even though we know that we will have to make it up in some capacity, we still get a tinge of excitement when school is called off. In some ways, we are just as excited as the kids.
On the flip side, four snow days can cause a bit of anxiety. We start to think about when we will make up the days and how we will cram four days of missed instruction into our students. In fact, it doesn't take long for the euphoria to wear off. I guess it is true that you can have too much of a good thing. As we get back into our groove (and cross our fingers that we have seen the last of the snow) I hope this unexpected break has given you a little boost and the energy to make it to Spring Break. As soon as we have word regarding make up days, I will let you know.
This week I would like to shine the spotlight on our ESOL Team, Melinda Gallagher, Michelle Metcalfe, Karen Gilbert and Joy Kim. Our ESOL program has grown to well over 70 students and counting. Not only have we experienced phenomenal growth, but we also have over 200 students in our building whose families speak a language other than English. Needless to say, this team has their work cut out for them. While Melinda and Michelle provide daily instruction for students, Karen and Joy provide support to the program in their own way. Karen provides support in the classroom alongside the teachers and Joy works with the parents to help them navigate our educational system. Currently Joy is using Rosetta Stone to teach parents English. Melinda and Michelle have just completed ACCESS Testing which is a standardized test that each of our ELL students must take. I often say how important each department is to the success of our total school program. The ESOL Team is integral to the success of our school and I am thankful for the work that these ladies do everyday.
50 Questions To Help Students Think About What They Think
by Lisa Chesser
Using the right questions creates powerful, sometimes multiple answers and discussions. Aristotle said that he asked questions in response to other people’s views, while Socrates focused on disciplined questioning to get to the truth of the matter.
Ultimately questions spark imagination, conjure emotions, and create more questions. The questions asked by a teacher or professor are sometimes more glaringly valuable than the information transferred to the students. Those questions spark a thought, which leads to a fiercely independent search for information.
If students are the ones gathering that information then they’re the ones learning it and student-driven learning cements lessons into the students’ mind making any lesson more powerful with this strategy. Even though the following list of questions are broken into Mathematics, Literature and Science and Social Science, it’s really just a set of philosophically challenging questions that should be applied to any learning environment.
The questions are unrestricted and open the mind up to unfettered thought, perfect for innovation and understanding. The sections begin with Mathematical Questions because for the purpose of this list they’re the most general and therefore the most useful.
Logical Questions
Within the realm of mathematics, there are certain types of questions that build up to those aha moments or topple barriers. Those are the questions that change a learner forever. They change a person because finally, the answers can only be found within.
The addition of philosophical questioning to mathematics enhances critical thinking in every learner. Basic principles of understanding help create solid ground, but questions build powerful architecture with which structures tower over one another.
Reflection & Collaboration
1. What do you think about what was said?
2. How would you agree or disagree with this?
3. Are there any other similar answers you can think of with alternative routes?
4. Does anyone in this class want to add something to the solution?
5. How might you convince us that your way is the best way?
Self-Reflection
6. How did you determine this to be true?
7. Why didn’t you consider a different route to the problem?
8. Why does that answer make sense to you?
9. (in response to an answer):…what if I said that’s not true?
10. Is there any way to show exactly what you mean by that?
Reasoning
11. Why do you think this works? Does it always? why?
12. How do you think this is true?
13. Show how you might prove that?
14. Why assume this?
15. How might you argue against this?
Analysis
16. How might you show the differences and similarities?
17. What patterns might lead you to an alternative answer?
18. How many possibilities can you think of and why?
19. Predict any number of results?
Connections
20. How does this relate daily occurrences?
21. Which ideas make the most sense and why?
22. Which problems feel familiar? Why?
23. How does this relate to current events?
24. What kinds of examples make this problem workable?
25. What other problems fit this style or example?
Literary Questions
Buried in every story lives a student’s own life. Anyone can relate to at least one character or dive into at least one plot twist. But, the more foreign a story, the more important the questions should be.
Students may resist the idea that they can relate to certain characters depending on their ethnicity or economic background, but deep, concentrated questions show students the story really isn’t that foreign at all and also guide students to deeper meanings.
The following questions could be applied to any story, no matter how long or short, difficult or easy. Vary them and add to them depending on how the discussion flows.
26. How did any of the characters or events remind you of yourself? Why?
27. How did the character’s actions affect you? Explain.
28. If you were this character, how would the story change?
29. What surprised or confused you about the characters or events? Explain.
30. Why do you think the author wrote from this character’s view?
31. What do you think the author is trying to accomplish?
32. How is the author thinking about the world?
33. How would the story change from another character’s view?
34. Why do you think this story could actually happen, or not?
35. How can this story teach us something about our lives?
36. How do you think the characters resolved the major conflict in the story?
37. How would you have resolved it?
38. How would you change the end of the story and why?
Science and Social Questions
Within the idea of the Scientific Method, the hypothesis stands as the ultimate question. But, there are so many more questions a scientist must ask in order to answer that one question.
The challenging questions, however, make this a universal process streaming into other subject matter and delving into deeper waters. Here are some questions to sink into and use across curriculum as well as within science itself.
39. What’s the purpose for this experiment or argument?
40. Would you elaborate on the purpose of this?
41. What issues or problems do you see here?
42. What evidence or data are given that help make this worthwhile?
43. What are some of the complexities we should consider?
44. What concepts help organize this data, these experiences?
45. How can you justify this information?
46. How can we verify or test that data?
47. What details can you add to make this information feel more complete?
48. Which set of data or information is most relevant or important?
49. How is all of this consistent or inconsistent?
50. How am I seeing or viewing this information? Objectively or subjectively? Should I then change my view?
I wanted to keep the mindset moment energy flowing through our room. To do this, I created a poster using chart paper. I then asked students to take a moment and write down their moments on a sticky note. They could then post growth mindset moments whenever they experienced one and we could share and celebrate as a class.
Ten Apples Up on Top:
