ADDRESSING STATEMENT OF PRACTICE 4.3

View the video to hear directly from Dr. Monica George-Fields

 
 
 

series 4.3A - Utilizing Higher-Order Thinking Questions as a Means to Engaging with Complex Material

One of the most consistent challenges teachers in struggling schools face, in all grade levels and subjects, is the expectations of presenting students with rigorous, grade-level work. While some teachers use strategies of grouping, adapt lessons, and provide interventions, using higher-order thinking questions as an entry point into complex material is not a common strategy used by many teachers. The intent of this action research project is to encourage teachers to both increase their use of higher-order thinking questions and to research ways to use questioning as a means to learning complex material.

 
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session 4.3A1:  Unpacking Action Research

session 4.3A2:  DTSDE Study of SOP 4.3 and 4.3A

Session 4.3A3:  Identifying A Problem of Practice

Session 4.3A4:  Creating An Action Research Plan

 
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series 4.3B - Utilizing Higher-Order Thinking Questions as a Means to Engaging with Complex Material

One of the most consistent challenges teachers in struggling schools face, in all grade levels and subjects, is the expectations of presenting students with rigorous, grade-level work. While some teachers use strategies of grouping, adapt lessons, and provide interventions, using higher-order thinking questions as an entry point into complex material is not a common strategy used by many teachers. The intent of this action research project is to encourage teachers to both increase their use of higher-order thinking questions and to research ways to use questioning as a means to learning complex material.

Session 4.3B1:  IMPLEMENTING THE ACTION PLAN (Part 1 of 2)

session 4.3B2:  IMPLEMENTING THE ACTION PLAN (Part 2 of 2)

 
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series 4.3C - Utilizing Higher-Order Thinking Questions as a Means to Engaging with Complex Material

One of the most consistent challenges teachers in struggling schools face, in all grade levels and subjects, is the expectations of presenting students with rigorous, grade-level work. While some teachers use strategies of grouping, adapt lessons, and provide interventions, using higher-order thinking questions as an entry point into complex material is not a common strategy used by many teachers. The intent of this action research project is to encourage teachers to both increase their use of higher-order thinking questions and to research ways to use questioning as a means to learning complex material.

session - 4.3C1:  Monitoring the Action Research Process