ROBYN Holt - Questioning 1/09/2014

Questioning with Robyn Holt.

Looking at deeper levels of observations of the observed.

Setting up: understand the goal.

1. One way is for the observers to learn

2. The observed is the learner.  Observers go in as questioners.  

#2 is more beneficial for improved practice.

The observed is the primary learner.

Has to be an agreed date and time and is non negotiable.  

Should be diaried in the long term plan by senior management.

Observers need to know what needs to be observed.

Getting students talking - to elicit prior learning and draw on children's knowledge.

Sheet that is used.

Record for the teacher. Take a copy for yourself

Transcript Form in google Docs sheets

Tchr Observation

We are learning to use lots of different strategies and sharing our ideas to solve problems.

Use show me to verbalise and write what they were doing.

Modelling has to continue all the way through.

Think aloud to show children what expectation is needed.

Ensure Eric is challenged.

Teacher observation sheet

Name Beverley west

Date 2.9.14

Focus of observation : the facilitating of the group in sharing their strategies when they are problem solving.

Shelley's Notes follow.

observation transcript notes

discussion points

Prior knowledge, prickly problems. Repeated what the kids said. Reminded them that they solve problems different ways. Helped with a different way. L.I- Walt use lots of different strategies in solving problems. Gave pairs a problem. Tell me what you think about this. Have a look at what they're doing.  Nothings a secret. Chn called out a answers. Not getting into why they thought that.     Jacob explained his thinking. asked how he got there. Did you get that tipene? How?   How did you work out? Did you come to the same thing as they did?   Looked at answers.   Gave another problem, asked to use more paper this time.   tipene watching Jacob and phoebe troy not looking.   got a short of answer but not getting it?   Wrap up. What did we use?  Did you change some of your thinking?

Can you tell me why you choose those questions in that order?             why do you think they just looked at the answer? How to get them away fromjust focusing on the answer?                 Cheapest buy/best value. Confusion. Better buy, understanding vocabulary. Should we go through the questions to fix up any cconfusion.     Picture vs write the equation.

Helens Notes follow:

Staff Meeting: 

Geometry