Elementary New Teacher Professional Reading Library
Page Navigation
- Welcome!
- Article #1: The 7 Habits of Highly Affective Teachers
- Article #2: Achieving Academic Excellence
- Article #3: Ask Yourself: Are Students Engaged?
- Article #4: Being Human in the Classroom
- Article #5: Facilitating Engagement by Differentiating Independent Reading
- Article #6: Writing Process or Writing Workshop
- Article #7: Math Questioning Ideas for the Classroom
- Article #8: Collecting and Examining Life
- Article #9: Social Studies are Essential to a Well-Rounded Education
- Article #10: The 4 Ways we can train teachers to use technology that hasn't been invented yet!
- Course Reflection
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Processing Strategy: 3 in 3Give yourself 3 minutes to come up with as many 3 word phrases as you can that summarize the main ideas of this article. This is a great way to help students "squeeze our the fat" of a nonfiction piece and get to the heart of the text!
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Amber Heere-MacLeod
Questions are encouraged
Feedback is frequent
orchestrate productive discussion
Engaging in self-reflection
Increase wait times
Improve questioning techniques
Monitor questioning levels
Searching for understanding
Meaningful and correct
Paraphrase an answer
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Michael DeCandido
Questions are encouraged
Always say why
Asking many questions
Students share ideas
Students can reflect
Ask rich questions
Search for understanding
Listen to students
Model self-questioning
Question led discussions
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Dave Filson
Questions are encouraged
Feedback is frequent
Ask many questions
Productive classroom discussions
Plan questions/lessons
Start with questions
Provide multiple opportunities
Variety of questions
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Lauren Devine
Teacher asks questions
Students ask questions
Facilitate productive discussion
Increased wait time
High level questioning
Students explain thinking
Effective learning tool
Conceptually-oriented questioning
Answers are meaningful
Increase student understanding
Write out questions
Plan questions ahead
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Lauren Smith
Highly effective math
Effective learning tool
Questioning is important
Talking is vital
Types of questions
Change it up
More wait time
Improve student engagement
Improve student learning
Not just recall
Deep thinking questions
Opportunities social interaction
Multiple leveled questions
Start with questions
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Jillian Simpkins (Flasher)
Questions are encouraged
Feedback is frequent
Ask many questions
Ask questions of all types
Provide follow-up questions
Coordinate productive discussion
Reflect on thinking
Demonstrate understanding
Conceptually-oriented classroom
Share ideas with others
Organize thoughts
Analyze strategies
Self-reflection
Increase wait time
Student confidence
Reflective responses
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Sara Creely
Write out questions
Choose different questions
Monitor question levels
Answers give insight
Begin with questions
Engage with problems
Provide multiple opportunities
Question, discussion, reflection
Allocate time carefully
Increase wait time
Act out thinking
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Elizabeth Detwiler
Three word phrases:
Ask many questions
High level questions
Students ask questions
Many question types
Plan good questions
Start with questions
Students explain thinking
Create productive discussion
Give wait time