Hang on tight as there’s a lot to cover here:

Classroom Observation Task Debrief

We used the Inside/Outside Circle strategy to process the information you gathered for the Classroom Observation Task.  At the end, we asked you to debrief the pros and cons of the strategy.

Aoki Debrief

Dave asked you to bring one a short piece of the Aoki text to share in class today.  You did so as part of a small group strategy called The Final Word.  This is a great strategy to use when you desire to develop the active listening skills of your students.

What makes a powerful inquiry question?

Seeing as today was our last inquiry-related reading, we thought we’d get you to look ahead and consider what a powerful inquiry question might look like.  To that end, we asked you to look over some questions from posed by last year’s TCs and the questions that Sims asked.  Then we asked you to complete this graphic organizer – The Frayer Model – as you considered the attributes, examples, non-examples and a graphic that fit with the question “What makes a good inquiry question?”.  Here’s the Frickin’, er… Frayer Model:

KUD Formative Assessment

After a brief review of the KUD definitions and a short blurb about the importance of KUD coherence – making sure each K and D fit with a U – I asked you to jot down your PLO and one item in each of the KUD boxes so I could formatively assess your understanding of the KUD writing process.  We’ll pick this thread up on Wednesday.

– LH