58 17 DOMAIN 3: Instruction COMPONENT 3B: Questioning and Discussion Techniques The student teacher uses a variety of questioning techniques to ensure PK-12 students are actively engaged in learning with opportunities for all PK-12 students to share content through varied discussion formats. Exemplary • The student teacher uses a variety of questioning techniques and appropriate wait-time to promote high-level thinking and discourse to challenge PK-12 students. • All PK-12 students are actively engaged in some form of high-level content theory discussion. • The student teacher ensures all voices are heard, and the PK-12 students formulate many questions, initiate topics, and make unsolicited contributions. • The student teacher provides ample opportunities for PK-12 students to engage with one another independent of teacher mediation. Expected • The student teacher uses open-ended questions and adequate wait time, inviting PK-12 students to think and/or offer multiplepossible answers. • Most PK-12 students are actively engaged in some form of content discussion. • The student teacher effectively scaffolds student responses and may offer PK-12 students’ opportunities to discuss subject matter independently. • The student teacher promotes student discussions of content through prompts to encourage higher-level thinking. Emergent • The student teacher attempts to frame some questions designed to promote student thinking, but only a small number of PK-12 students are involved. • PK-12 students minimally contribute to discussions. • The student teacher rarely uses questioning and discussion techniques during instruction. • The student teacher invites PK-12 students to respond directly to one another’s ideas, but with uneven results. Unsatisfactory • The student teacher delivers questions in a rapid-fire approach, moving from one point to the next without appropriate transitions. • Instruction is teacher-centered, with limited student participation; a few PK-12 students dominate discussions. • The student teacher’s questions elicit a single correct answer, do not invite student thinking, and do not promote student engagement. Not Observed Discussion Prompts: • Describe the questioning techniques you employ in your classroom. How do you determine appropriate waittime? Build on student responses to questions? Encourage discussions that enable PK-12 students to talk to one another without ongoing mediation by the teacher? • How do you monitor the frequency of calling on PK-12 students, even those who don’t initiallyvolunteer? • How do you measure active student engagement in discussions? • How do you create opportunities for peer-to-peer engagement to support social, emotional, and academic development? • How do you model curiosity and empathy in dialogue with PK-12 students? • What options for scaffolding dialogue in both synchronous and asynchronous learning experiences have been successful? Evidence of Practice: • Questioning strategies • Pacing of questions • Use of student responses and ideas • Levels of student participation in discussion • Level of cognitive challenge in student and teacher questioning 17
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