Module 8 field test form r3 half asked questions
- 1. Field Test Form: Activity #2 Background information about the instructor, lesson, and students provided in the sections below: Instructor’s name: Mindy Van Galder Strategy: Half Asked questions Description of Group of 4th grade students with learning disabilities students / learners: 2 boys and 3 girls (I got another fourth grade student last week) Content Area Writing Application: Unit, lesson, or topic Interview of another student: The fourth grade regular education title: students are required to develop a list of questions to use to interview another student. They will then use the questions to write a report about a classmate. Materials needed for Word document with half asked questions the lesson: Description / explanation of the instruction of the strategy including Before, During, and After components of the lesson provided in the sections below: Before: To activate prior knowledge I said aloud; What color is the dog? Where How did you introduce are we? What time is lunch? When will I get to go home? Is it milk the strategy, prepare the break yet? I then asked students what are all of these? They responded students? questions. I had them each state a question. I explained that in the fourth How did you activate prior knowledge and grade classroom they are going to have to interview another student to build background learn more about them. knowledge? We then discussed some questions you may want to ask someone to get to know them better. We developed a list on the board. During: I then told them that for the interview I had created Half Questions for What did you model for them. I had done half the work and now they had to do the other half. I instruction? then showed them the worksheet and explained that these were just part What were the students of the question. Rather, their job was going to be to finish writing the doing? How did you support question. students during the We did the first question together. lesson? It stated: Have you ever…? We all shared our ideas some included: rode in a helicopter, shot a deer, gone to the ocean. Great ideas! They then had time to work on the ten questions. Some of the half questions included: When were you…? How old were you when…?
- 2. Have you lived…? Do you have any…? The students were excited to fill in the questions. After: We discussed that you can’t give yes or no answers you need to explain What when you respond to a question. I had one student as me a questions and processing/reflection did I gave an example response. Afterward each student asked another you and your students student one question. They shared their answers with the group. I do about the success of the lesson and value of explained that this is exactly what will happen after we come back from the strategy for aiding Thanksgiving Break they will have an opportunity to interview another learning? student and create a report about them. They seemed excited about the activity. This had then completed the time we had together. Some questions they develop included: • Have you lived in your house your entire life? • Do you have any scars? • Do you have any pets? • Have you ever been to another state? • How old were you when you learned to ride your bike? • Do you like animals? All great questions for the activity. They will then use these questions to interview a student in their class when we come back from break. Reflection on the lesson, including student reaction and ideas for modifying or adapting for future use provided in the sections below: OBSERVABLE STUDENT The students were very cooperative in the lesson. They liked thinking of REACTION: questions to ask another classmate. They were able to develop a variety Two details explaining of unique questions. the student reaction All students were able to develop questions even if they were below including attitude of grade level. I had to re-read the questions to a few of them who are not students towards the strategy, ability of able to read at level. students to use the The students enjoyed developing the questions. strategy, and/or success of the strategy for helping students understand the content that is included.
- 3. REFLECTIONS The original 4th grade regular education lesson had the students ABOUT developing their own questions to interview another student. This would MODIFICATIONS have been overwhelming for some of my students. Thus, the half OR questions was the perfect modification for them. It allowed them to ADAPTATIONS participate and complete the requirements. It also helped them develop STRATEGIES: unique questions, rather than the more common ones like how old are you? How many people are in your family? Detailed explanation of This was a great start for their interview project. how you analyzed the effectiveness of the strategy and how to improve the lesson. For example: changes for introducing and modeling the strategy, supporting students, materials used with the strategy, and/or how students reflected on the learning strategy through discussion, a rubric, or a checklist.
- 4. DIVERSITY: ELL Students: One of the students who participated in this activity was Explanation of ways you an ELL student. She was able to participate and demonstrated a clear would adapt and understanding of the task. I think the key to this was that I gave an implement instructional example and I re-read her the questions to make sure she had a full approaches, as well as materials, to meet the understanding. language proficiency needs of (a) students All four of the students who participated in this activity were struggling who struggle with readers and writers. Modeling the activity for the students and having learning to read and them work collectively on a few examples helped them understand the write, and (b) students tasks. They all did a terrific job. who are not fluent with the English language. For example: changes for introducing and modeling the strategy with struggling learners and ELL learners, (a) students who struggle with learning to read and write, (b) students who are not fluent with the English language, supporting students, materials used with the strategy, and/or reflection or follow-up. PROFESSIONAL I discussed this modification to with the 4th grade teacher last Friday and LEARNING AND she thought it was a great idea. This morning I gave her a copy of the LEADERSHIP Half Questions I created over the weekend, and she used them to work Description of how you with two other ELL students in her classroom. She said it went very will share your learning well for the two students she worked with and she loves the strategy. with individual or groups We plan to incorporate this strategy in to future lessons. of teachers. For example: level one coaching such as: providing instructional materials to colleagues (handout of best practices, graphic organizer, a list of recommended books and web sites), a discussion about providing differentiated instruction and/or adaptations that will help ELL students transfer lessons to obtain full literacy and be agents of their own literacy learning.
- 5. Providing differentiated instruction and/or adaptations that will help ELL students transfer lessons to obtain full literacy, demonstrating how students can be agents of their own literacy learning. Written Communication Organization and presentation of ideas is exemplary with great clarity, cohesiveness, and professional language. Neatly typed paper, double spaced, 12-point font. Zero spelling, grammar, and or mechanical errors.