Small-Group Instruction

Strategic Questioning

I use a lot of data to inform my instruction and target groups of all levels. One strategy I use in this targeting is Strategic Questioning - using various questioning techniques depending on the skill or scenario. I use Strategic Questioning to do formative assessment, develop a concept, and push students to explore the concept more deeply.
 
Strategy Resources (1)
Teacher In Action
 
 
I "plug in" to group conversations at different points to ask probing questions to clarify misunderstanding or push students to deepen their content knowledge.
 
Teacher In Action
 
 
I "plug in" to group conversations at different points to ask probing questions to clarify misunderstanding or push students to deepen their content knowledge.
Aaron Kaswell
Middle School 88 Peter Rouget
Brooklyn, NY


 

About this strategy

Prep Time:
Moderate
Subject:
Math
Grades:
Sixth grade, Seventh grade, Eighth grade
Similar Strategies
Assessment & Data
Aaron's Use of Assessments of Data

Assessment and data play a crucial role in a blended teacher’s classroom. Blended learning gives teachers an opportunity to assess consistently throughout a class, in a way that drives instruction, impacts grouping, and assignments. Blended educators have to develop capacity to sift through multiple sources of data and synthesizes quickly into action. Check out how Aaron utilizes Assessment and Data here.


 
Assessment & Data
Kahoot! Quick Assessment

Feedback is important to student growth and the mastery of content. My students can receive feedback informally in class through whole-class or small-group instruction or formally in writing. I give both types of feedback to my students on their performance to give ongoing and constructive feedback on their progress because I want to take the guesswork out of how each student is doing in class and on what each student needs to do to improve. Using Kahoot!, I can get a quick formative assessment in a way that engages my students. 

 
Stakeholder Collaboration
School of One Collaborative Planning

Daily common planning has been an essential part of the transition from a traditional to a blended classroom. In my model, I essentially co-teach with six other teachers in the large classroom, so we have valued the daily meeting very much for the first three years. We are considering scaling back on the meetings in the future. We use this time to plan logistics, review student data and lesson study. 

 
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