I teach students how to determine what operation is necessary to solve a math word problem. Depending on the grade level/skill level, the learning target is distinguishing between an addition problem and subtraction problem / distinguishing between a multiplication problem and division problem. Here are questions I can use: 1. What is the problem asking me to find or figure out? 2. Are things being put together, taken apart, compared, or shared? 3. Are numbers increasing or decreasing? 4. Does the problem involve equal groups, repeated actions, or sharing items equally? 5. What keywords or context clues help me understand the story?
For an upcoming lesson, I plan to put Hack 5 into action as I teach a math lesson focused on comparing rational numbers. My learning target for students is: “I can compare and order rational numbers using number lines, models, and mathematical reasoning.” To support this goal, I will use five consistent Broken Record questions that guide students toward deeper thinking rather than quick answers. My five Broken Record questions will be:
How do you know?
Can you prove your thinking another way?
Where do you see evidence of that in the problem?
What strategy did you choose, and why?
Is your answer always true, sometimes true, or never true? Explain.
Using the same set of questions repeatedly will help students anticipate the type of reasoning expected of them and shift the focus from getting the right answer to understanding the mathematical relationships behind their thinking. It also reinforces accountability for clearly explaining their ideas, an essential skill in middle school math.
I've already taught this lesson to my Algebra 1 students. We learned how to Transform Exponential Functions Vertically and Horizontally. So the learning target was "I will be able to translate exponential functions horizontally by the h value and vertically by the k value."
The 5 Broken Record questions are: 1. How did you know to translate in that direction?
2. What did you first think when you saw this problem?
3. How do these two functions compare?
4. Does it matter which letter we look at first?
5. How can you find the y-intercept, range, and asymptote by looking at this table instead of a graph?
In my lesson in American History for the lesson on the understanding the tense relationship between Robber Barons and their workers (learning target), I will ask the following Broken Record Questions:
1. What was their struggle? (I want them to know that both sides had reasons for acting the way they did.) 2. What evidence did you use to make your decision? (I want them to use facts to formulate their beliefs about what took place in history.) 3. What could have solved the conflict? (I always want my students to be problem solvers, not complainers.) 4. Can you connect this to a modern situation? (This encourages them to think about the past through a modern lens and visa-versa. I want them to see relationships.) 5. Why did the public act the way they did? (I want them to see the power of public opinion as times change and how powerful that can be in a democracy.)
Corinna Thompson I have always taught lower elementary grades. One lesson I think all of us enjoyed was the story of the "Little Red Hen," in our core reading book. It is even more fun when students are aware of how fantasy comes into play with that story. I usually always ask who has chickens, dogs, cats, whatever character is in the story. We look at the illustrations in detail. I think the question, "What do you see or observe," gives everyone a starting point, because even the struggling reader is willing to participate. We discuss things like, "Do animals wear clothing?" "Do animals do the things in real life that is in the story?" Right away, they will offer up every suggestion as to why animals don't wear clothes, etc. Next, we do the actual reading. I like to use the online portion of our reading program because they hear the story, voice inflection, pace, etc. After we listen to the story, we decide who would like to read each part or page. If two choose the same part, they read it aloud together as best they can. By allowing children to decide who they want to be in the story, gives ownership. Needless to say, we read it multiple times, even acting it out. I love to hear the answers to questions other student asks. It's amazing the simple lesson that is learned in the story. I like to let them lead the questions because they ask the questions I might think they already know the answers to. So, after we have read the story, thoroughly discussed it, the next time we encounter a fantasy/folktale story, almost without fail, the story is like or unlike the "Little Red Hen." The students also compare and contrast the story. We have had some great discussion comparing the Three Little Pigs and the Little Red Hen. I try every way I can think to Not be the broken record.
For a lesson on independent and dependent clauses, my learning target is for my students to correctly identify the parts of a sentence. My 8th grade LA class has STRUGGLED with this since last year. Subject and predicate, compound sentences, anything that requires them to actually think about the 2 parts! My 5 Broken Record questions will be:
1. What are the parts of a sentence? 2. What makes a clause independent or dependent? 3. How do you know if it's a sentence or not? 4. Can you give me an example of an independent and dependent clause? 5. What makes a sentence compound/complex/etc.?
For a lesson for my introduction to painting class (I am an art teacher) I would include the following questions to help students understand why painting is a worthwhile skill to learn:
1) “What is painting, and what kinds of materials can artists use to create artwork?” (This question introduces the basic idea of painting and helps students become familiar with different tools and mediums such as watercolor and acrylic).
2) "Why do people create paintings, and how does art influence our everyday lives?” (This question encourages students to consider the purpose of art and recognize how painting plays a role in culture, communication, and personal expression.)
3) “What are the essential elements of a painting, and how do artists use them to communicate ideas?” (This question leads into concepts such as color, line, shape, texture, and composition—building a foundation for understanding how paintings are constructed, building on top of older concepts.)
4)“How can colors, techniques, and brushstrokes change the mood or meaning of a painting?” (This question invites students to explore how artistic choices affect the final artwork and how visual changes can convey emotion or tell a story.)
5) “How can learning to paint help us better understand ourselves, others, and the world around us?” (This question encourages students to reflect on how painting can develop creativity, observation skills, and personal expression- along with thinking about how artists of the past did the same.)
Learning Target: How does cellular information pass from one generation to another
1. How do living things pass their characteristics to their offspring? 2. How can you predict the genetic outcomes 3. How can interactions between alleles, genes, and environment affect an organism's traits 4. How does a cell divide and create cells with half the genetic information needed. 5. What were Mendel's studies and conclusions in regards to heredity?
Learning Target: Students will be able to apply the laws of exponents to simplify expressions involving exponents.
Five Broken Record Questions: 1. What bases do you see in this expression? 2. Which law of exponents applies here? 3. What happens to the exponents when we use this law? 4. How can we rewrite the expression using that rule? 5. How can you check that your simplified expression is equivalent to the original?
Learning target: students will be able to explain the differences between the three branches of government as well as how they check each other.
Questions: What are the three branches of government? What is the main power of each branch? Which branch is using power in this example? How does another branch limit or check that power? How does this example show separation of powers at work?
Learning target: students will be able to identify direct and indirect objects in sentences.
1) What kind of verbs do direct and indirect objects follow? 2) How do you determine if a verb is an action or linking verb? 3) How do you determine which nouns or pronouns are direct objects? 4) How do you determine which nouns or pronouns are indirect objects? 5) Can you provide an example of a sentence containing both a direct and indirect object?
As a high school physical education and wellness teacher, I see Hack 5 as a way to move students beyond just “doing the activity” and toward actually understanding why they are moving the way they are. In an upcoming fitness lesson, my focus is on helping students make intentional choices about their workouts rather than defaulting to whatever is easiest or most familiar. Too often in PE, students think success means simply being busy or sweating, but I want them thinking about purpose, technique, and personal growth. Using consistent Broken Record questions helps reinforce that effort alone isn’t the goal—thoughtful effort is.
Learning Target: I can design and explain a workout that aligns with my personal fitness goal (strength, cardio, or mobility). My five Broken Record questions will be: 1. What is your goal for today’s workout, and why did you choose it? 2. How does this activity help you work toward that goal? 3. What muscles or systems is this exercise targeting? 4. How do you know your intensity is appropriate for your goal? 5. If this workout stopped working for you, what would you change?
Learning Objective: Students will use either 45-45-90 or 30-30-90 triangles to find missing side lengths.
Broken Record Questions 1. Is the triangle a 45-45-90 or 30-60-90 triangle 2. Are you given the leg or the hypotenuse of the triangle? 3. What angle is the "x" across from? 4. What is the ratio of the sides in a 45-45-90 triangle? 5. What is the ratio of the sides in a 30-60-90 triangle?
Put Hack 5 to work! Think of an upcoming lesson you will teach. What is your learning target? What will be your 5 Broken Record questions?
Right now, my students are working on solving story problems that are working on the concepts of adding and subtracting.
Broken Record Questions: 1. What is happening in this story? 2. Do we add or subtract? Why? 3. How did you solve it? 4. What strategy did you use? 5. Who solved it in a different way?
I will be introducing a lesson on Pop Art and Andy Warhol. We will be discussing what makes pop art unique and looking at works created by Warhol. Students will then be creating a work of art in this style. What makes this artwork Pop Art? Why did Warhol choose everyday objects or celebrities as subjects? How does repetition change the meaning of the image? How do color choices affect the mood or impact of the artwork? What is this artwork saying about popular culture or consumerism?
Right now my 2nd grade students are determining author's purpose. Some broken record questions I can ask are: 1. Why did the author write this story? 2. Why do you think that? 3. What is the message the author is trying to relay? 4. What is the author's attitude in this story? 5. How do you know that?
I teach US History and the lesson I plan to use broken record is John Locke's argument that life, liberty and the persuit of happiness are unalienable rights." 1. What are natural rights? 2. What are examples of liberty? 3. What is John Locke know for? 4. What is an example of a right to persue happiness? 5. What are some of rights the Declaration of Independence refers to?
Learning Target: Students will practice washing their hands independently using the correct steps.
Broken Record Questions: Broken record questions are replay questions used to maintain focus and reinforce the learning target. For ECSE, this might look like repeating simple guiding questions such as:
What is the first step for washing our hands?
What do we do after we turn on the water?
Are our hands soapy yet?
What do we do after we rinse our hands?
Are our hands clean and dry?
These repeated questions help keep students focused on the skill and support them in remembering the steps through repetition and practice.
Put Hack 5 to work! Think of an upcoming lesson you will teach. What is your learning target? What will be your 5 Broken Record questions?
TK-1st: Catching and Throwing Unit Activity: Yard of the Month Learning Target: I can have empathy for how my classmates might feel during different activities. 1. How can you tell when someone is sad? 2. How can you tell when someone is happy? 3. How can you tell when someone is mad? 4. What can you do to show good sportsmanship? 5. What can you say to show good sportsmanship?
These 5 questions will be repeated during the lesson but also over the course of the unit, as we are focusing on sportsmanship.
Put Hack 5 to work! Think of an upcoming lesson you will teach. What is your learning target? What will be your 5 Broken Record questions?
My learning target: Students will be able to compare and order integers. My 5 Broken Record questions include: 1) What are we starting with? 2) What do we look for first? Why? 3) What are we solving for? 4) How do you know? 5) Can you justify it?
As an introduction to my junior students writing a "This I Believe,' essay, I am going to have them study other 'TIB' essays and address these Broken Record questions:
How did the author start? How did the author convey the different ideas? How did the author end? What other craft choices did the author use? What is the impact? (for all)
Upcoming Lesson: Introduction to Factoring Quadratic Trinomials Learning Target: Students can determine the factors of a quadratic expression by analyzing the relationship between the coefficients and the constant term.
1. What do you notice about the relationship between these two numbers? 2. What do you think? 3. How can you prove that your factors are correct? 4. Why? 5. Is there another way to look at this?
Golfing unit When to use which golf club 1. How do you know which golf club to use for different shots? 2. What factors help you decide what club to use in golf? 3. When you're playing golf, how do you choose the right club? 4. Can someone explain how to pick the correct golf club for a shot? 5. What’s the best way to figure out which club to use in golf?
Learning Target: Students working through a budgeting simulation via JA Finance Park
Broken Record Questions: 1. What matters most to you in this category? 2. Is that a want or a need? 3. If you go over in this budget category, what other category will you go under in? 4. Are you staying within your budget? How do you know? 5. How will this decision affect you later?
I have an upcoming unit on tobacco, my learning targets include: Students will be able to analyze the harmful effects that tobacco has on a person’s overall health and well-being. Students will be analyze how tobacco companies target youth. Students will demonstrate how to refuse peer pressure to abstain from tobacco use.
1. What effect does tobacco use have on a individual’s physical, mental, and social health? 2. Why do tobacco companies want, and need, to target a younger generation of users? 3. What method of tobacco consumption is safe for the consumer? 4. What substance is in tobacco products to make it addictive? 5. What reasons do you have to remain tobacco-free?
Hack # 5 - Become a Broken Record: It's very common in an English classroom for students to answer questions with surface-level responses that don't dig deeper. So I centered my ideas on pushing for deeper-level discussions:
1. What makes you say that? 2. Where did you see evidence of that in the text? 3. What do you predict because of that evidence? 4. What might someone else think? 5. Can you explain how you got there? Give me your step by step.
What happened? Students started to anticipate the push after a time -- they started to answer with deeper thinking because they were tired of me asking the extensions. They were extending by themselves. It did take a while -- and the results vary depending on the hour, but that is life and the personality of classrooms.
I teach students how to determine what operation is necessary to solve a math word problem. Depending on the grade level/skill level, the learning target is distinguishing between an addition problem and subtraction problem / distinguishing between a multiplication problem and division problem. Here are questions I can use:
ReplyDelete1. What is the problem asking me to find or figure out?
2. Are things being put together, taken apart, compared, or shared?
3. Are numbers increasing or decreasing?
4. Does the problem involve equal groups, repeated actions, or sharing items equally?
5. What keywords or context clues help me understand the story?
For an upcoming lesson, I plan to put Hack 5 into action as I teach a math lesson focused on comparing rational numbers. My learning target for students is: “I can compare and order rational numbers using number lines, models, and mathematical reasoning.” To support this goal, I will use five consistent Broken Record questions that guide students toward deeper thinking rather than quick answers. My five Broken Record questions will be:
ReplyDeleteHow do you know?
Can you prove your thinking another way?
Where do you see evidence of that in the problem?
What strategy did you choose, and why?
Is your answer always true, sometimes true, or never true? Explain.
Using the same set of questions repeatedly will help students anticipate the type of reasoning expected of them and shift the focus from getting the right answer to understanding the mathematical relationships behind their thinking. It also reinforces accountability for clearly explaining their ideas, an essential skill in middle school math.
I've already taught this lesson to my Algebra 1 students. We learned how to Transform Exponential Functions Vertically and Horizontally. So the learning target was "I will be able to translate exponential functions horizontally by the h value and vertically by the k value."
ReplyDeleteThe 5 Broken Record questions are:
1. How did you know to translate in that direction?
2. What did you first think when you saw this problem?
3. How do these two functions compare?
4. Does it matter which letter we look at first?
5. How can you find the y-intercept, range, and asymptote by looking at this table instead of a graph?
In my lesson in American History for the lesson on the understanding the tense relationship between Robber Barons and their workers (learning target), I will ask the following Broken Record Questions:
ReplyDelete1. What was their struggle?
(I want them to know that both sides had reasons for acting the way they did.)
2. What evidence did you use to make your decision?
(I want them to use facts to formulate their beliefs about what took place in history.)
3. What could have solved the conflict?
(I always want my students to be problem solvers, not complainers.)
4. Can you connect this to a modern situation?
(This encourages them to think about the past through a modern lens and visa-versa. I want them to see relationships.)
5. Why did the public act the way they did?
(I want them to see the power of public opinion as times change and how powerful that can be in a democracy.)
Corinna Thompson
ReplyDeleteI have always taught lower elementary grades. One lesson I think all of us enjoyed was the story of the "Little Red Hen," in our core reading book. It is even more fun when students are aware of how fantasy comes into play with that story. I usually always ask who has chickens, dogs, cats, whatever character is in the story. We look at the illustrations in detail. I think the question, "What do you see or observe," gives everyone a starting point, because even the struggling reader is willing to participate. We discuss things like, "Do animals wear clothing?" "Do animals do the things in real life that is in the story?" Right away, they will offer up every suggestion as to why animals don't wear clothes, etc.
Next, we do the actual reading. I like to use the online portion of our reading program because they hear the story, voice inflection, pace, etc. After we listen to the story, we decide who would like to read each part or page. If two choose the same part, they read it aloud together as best they can. By allowing children to decide who they want to be in the story, gives ownership. Needless to say, we read it multiple times, even acting it out.
I love to hear the answers to questions other student asks. It's amazing the simple lesson that is learned in the story. I like to let them lead the questions because they ask the questions I might think they already know the answers to.
So, after we have read the story, thoroughly discussed it, the next time we encounter a fantasy/folktale story, almost without fail, the story is like or unlike the "Little Red Hen." The students also compare and contrast the story. We have had some great discussion comparing the Three Little Pigs and the Little Red Hen.
I try every way I can think to Not be the broken record.
For a lesson on independent and dependent clauses, my learning target is for my students to correctly identify the parts of a sentence. My 8th grade LA class has STRUGGLED with this since last year. Subject and predicate, compound sentences, anything that requires them to actually think about the 2 parts!
ReplyDeleteMy 5 Broken Record questions will be:
1. What are the parts of a sentence?
2. What makes a clause independent or dependent?
3. How do you know if it's a sentence or not?
4. Can you give me an example of an independent and dependent clause?
5. What makes a sentence compound/complex/etc.?
For a lesson for my introduction to painting class (I am an art teacher) I would include the following questions to help students understand why painting is a worthwhile skill to learn:
ReplyDelete1) “What is painting, and what kinds of materials can artists use to create artwork?”
(This question introduces the basic idea of painting and helps students become familiar with different tools and mediums such as watercolor and acrylic).
2) "Why do people create paintings, and how does art influence our everyday lives?”
(This question encourages students to consider the purpose of art and recognize how painting plays a role in culture, communication, and personal expression.)
3) “What are the essential elements of a painting, and how do artists use them to communicate ideas?”
(This question leads into concepts such as color, line, shape, texture, and composition—building a foundation for understanding how paintings are constructed, building on top of older concepts.)
4)“How can colors, techniques, and brushstrokes change the mood or meaning of a painting?”
(This question invites students to explore how artistic choices affect the final artwork and how visual changes can convey emotion or tell a story.)
5) “How can learning to paint help us better understand ourselves, others, and the world around us?”
(This question encourages students to reflect on how painting can develop creativity, observation skills, and personal expression- along with thinking about how artists of the past did the same.)
Learning Target: How does cellular information pass from one generation to another
ReplyDelete1. How do living things pass their characteristics to their offspring?
2. How can you predict the genetic outcomes
3. How can interactions between alleles, genes, and environment affect an organism's traits
4. How does a cell divide and create cells with half the genetic information needed.
5. What were Mendel's studies and conclusions in regards to heredity?
Learning Target: Students will be able to apply the laws of exponents to simplify expressions involving exponents.
ReplyDeleteFive Broken Record Questions:
1. What bases do you see in this expression?
2. Which law of exponents applies here?
3. What happens to the exponents when we use this law?
4. How can we rewrite the expression using that rule?
5. How can you check that your simplified expression is equivalent to the original?
Learning target: students will be able to explain the differences between the three branches of government as well as how they check each other.
ReplyDeleteQuestions:
What are the three branches of government?
What is the main power of each branch?
Which branch is using power in this example?
How does another branch limit or check that power?
How does this example show separation of powers at work?
Learning target: students will be able to identify direct and indirect objects in sentences.
ReplyDelete1) What kind of verbs do direct and indirect objects follow?
2) How do you determine if a verb is an action or linking verb?
3) How do you determine which nouns or pronouns are direct objects?
4) How do you determine which nouns or pronouns are indirect objects?
5) Can you provide an example of a sentence containing both a direct and indirect object?
As a high school physical education and wellness teacher, I see Hack 5 as a way to move students beyond just “doing the activity” and toward actually understanding why they are moving the way they are. In an upcoming fitness lesson, my focus is on helping students make intentional choices about their workouts rather than defaulting to whatever is easiest or most familiar. Too often in PE, students think success means simply being busy or sweating, but I want them thinking about purpose, technique, and personal growth. Using consistent Broken Record questions helps reinforce that effort alone isn’t the goal—thoughtful effort is.
ReplyDeleteLearning Target: I can design and explain a workout that aligns with my personal fitness goal (strength, cardio, or mobility).
My five Broken Record questions will be:
1. What is your goal for today’s workout, and why did you choose it?
2. How does this activity help you work toward that goal?
3. What muscles or systems is this exercise targeting?
4. How do you know your intensity is appropriate for your goal?
5. If this workout stopped working for you, what would you change?
Learning Objective: Students will use either 45-45-90 or 30-30-90 triangles to find missing side lengths.
ReplyDeleteBroken Record Questions
1. Is the triangle a 45-45-90 or 30-60-90 triangle
2. Are you given the leg or the hypotenuse of the triangle?
3. What angle is the "x" across from?
4. What is the ratio of the sides in a 45-45-90 triangle?
5. What is the ratio of the sides in a 30-60-90 triangle?
Put Hack 5 to work! Think of an upcoming lesson you will teach. What is your learning target? What will be your 5 Broken Record questions?
ReplyDeleteRight now, my students are working on solving story problems that are working on the concepts of adding and subtracting.
Broken Record Questions:
1. What is happening in this story?
2. Do we add or subtract? Why?
3. How did you solve it?
4. What strategy did you use?
5. Who solved it in a different way?
I will be introducing a lesson on Pop Art and Andy Warhol. We will be discussing what makes pop art unique and looking at works created by Warhol. Students will then be creating a work of art in this style.
ReplyDeleteWhat makes this artwork Pop Art?
Why did Warhol choose everyday objects or celebrities as subjects?
How does repetition change the meaning of the image?
How do color choices affect the mood or impact of the artwork?
What is this artwork saying about popular culture or consumerism?
Right now my 2nd grade students are determining author's purpose. Some broken record questions I can ask are:
ReplyDelete1. Why did the author write this story?
2. Why do you think that?
3. What is the message the author is trying to relay?
4. What is the author's attitude in this story?
5. How do you know that?
I teach US History and the lesson I plan to use broken record is John Locke's argument that life, liberty and the persuit of happiness are unalienable rights."
ReplyDelete1. What are natural rights?
2. What are examples of liberty?
3. What is John Locke know for?
4. What is an example of a right to persue happiness?
5. What are some of rights the Declaration of Independence refers to?
Learning Target: Students will practice washing their hands independently using the correct steps.
ReplyDeleteBroken Record Questions: Broken record questions are replay questions used to maintain focus and reinforce the learning target. For ECSE, this might look like repeating simple guiding questions such as:
What is the first step for washing our hands?
What do we do after we turn on the water?
Are our hands soapy yet?
What do we do after we rinse our hands?
Are our hands clean and dry?
These repeated questions help keep students focused on the skill and support them in remembering the steps through repetition and practice.
Put Hack 5 to work! Think of an upcoming lesson you will teach. What is your learning target? What will be your 5 Broken Record questions?
ReplyDeleteTK-1st: Catching and Throwing Unit
Activity: Yard of the Month
Learning Target: I can have empathy for how my classmates might feel during different activities.
1. How can you tell when someone is sad?
2. How can you tell when someone is happy?
3. How can you tell when someone is mad?
4. What can you do to show good sportsmanship?
5. What can you say to show good sportsmanship?
These 5 questions will be repeated during the lesson but also over the course of the unit, as we are focusing on sportsmanship.
Put Hack 5 to work! Think of an upcoming lesson you will teach. What is your learning target? What will be your 5 Broken Record questions?
ReplyDeleteMy learning target: Students will be able to compare and order integers.
My 5 Broken Record questions include:
1) What are we starting with?
2) What do we look for first? Why?
3) What are we solving for?
4) How do you know?
5) Can you justify it?
As an introduction to my junior students writing a "This I Believe,' essay, I am going to have them study other 'TIB' essays and address these Broken Record questions:
ReplyDeleteHow did the author start?
How did the author convey the different ideas?
How did the author end?
What other craft choices did the author use?
What is the impact? (for all)
Upcoming Lesson: Introduction to Factoring Quadratic Trinomials
ReplyDeleteLearning Target: Students can determine the factors of a quadratic expression by analyzing the relationship between the coefficients and the constant term.
1. What do you notice about the relationship between these two numbers?
2. What do you think?
3. How can you prove that your factors are correct?
4. Why?
5. Is there another way to look at this?
Golfing unit When to use which golf club
ReplyDelete1. How do you know which golf club to use for different shots?
2. What factors help you decide what club to use in golf?
3. When you're playing golf, how do you choose the right club?
4. Can someone explain how to pick the correct golf club for a shot?
5. What’s the best way to figure out which club to use in golf?
Learning Target: Students working through a budgeting simulation via JA Finance Park
ReplyDeleteBroken Record Questions:
1. What matters most to you in this category?
2. Is that a want or a need?
3. If you go over in this budget category, what other category will you go under in?
4. Are you staying within your budget? How do you know?
5. How will this decision affect you later?
I have an upcoming unit on tobacco, my learning targets include: Students will be able to analyze the harmful effects that tobacco has on a person’s overall health and well-being. Students will be analyze how tobacco companies target youth. Students will demonstrate how to refuse peer pressure to abstain from tobacco use.
ReplyDelete1. What effect does tobacco use have on a individual’s physical, mental, and social health?
2. Why do tobacco companies want, and need, to target a younger generation of users?
3. What method of tobacco consumption is safe for the consumer?
4. What substance is in tobacco products to make it addictive?
5. What reasons do you have to remain tobacco-free?
Hack # 5 - Become a Broken Record:
ReplyDeleteIt's very common in an English classroom for students to answer questions with surface-level responses that don't dig deeper. So I centered my ideas on pushing for deeper-level discussions:
1. What makes you say that?
2. Where did you see evidence of that in the text?
3. What do you predict because of that evidence?
4. What might someone else think?
5. Can you explain how you got there? Give me your step by step.
What happened? Students started to anticipate the push after a time -- they started to answer with deeper thinking because they were tired of me asking the extensions. They were extending by themselves. It did take a while -- and the results vary depending on the hour, but that is life and the personality of classrooms.