Probing Questions

Teacher: Sara Pralle

Interview

Overview

Principles of Learning

Information Processing

Content Standards

Tenets of Democracy

Questions

Interview: Previewing Questions

1. Reflect on your high school experiences. Were diversity issues and racism addressed in your education? How did your teachers do this? If diversity was not discussed, how could it have been with the use of technology?

2. Assume the role of a high school teacher. You are planning a year-long diversity project. Describe different issues that may arise because of the length of the project and how you would address them.

3. Do you have a particular teaching strategy? How does an individual go about developing an individual teaching strategy? What are the components?

Interview: Post-viewing Questions

1. Pralle discusses that the students in her class have a "mix" of organizational, technological, and motivational skills in order to keep the year-long project "moving". Explain how certain student characteristics affect learning. How does a teacher's knowledge of students' characteristics impact a project?

2. Pralle explains that she has never done this project before with a class. She explains that she has to have "a lot of faith." What other issues must be taken into account when a teacher organizes and carries out a lesson for the first time?

3. Describe the two goals of this lesson. Explain the impact of technology on this project. How would this project have been impacted if technology were not available?

Overview: Previewing Questions

1. Brainstorm ways that you, as a high school teacher, could assign projects to foster student understanding of diversity.

2. How would you define diversity and tolerance to a class of high school students?

3. Assume the role of a student. How was the culture of a country or state you visited different from the one of your city/town? What was, according to you, the biggest obstacle of your travel?

Overview: Post-viewing Questions

1. This high school sociology class is working on a diversity project. The teacher begins the lesson by asking her students to define terms related to this project, such as diversity, culture, and stereotypes. How important do you think it is for the students to acknowledge diversity in their class/school/district?

2. The purpose of Pralle's project, as stated in the lesson plan is "to give students experiences beyond the school walls, to celebrate diversity in Iowa and to learn how to organize and facilitate large groups meetings." What are the activities that allow the students to learn the value of cultural diversity and the effects on themselves and on other students?

3. The teacher helps the students plan the diversity conference using the ICN to connect schools around Iowa. What are the ice-breakers the students talk about using while communicating to these schools? Do you think they are important? Why?

Principles of  Learning: Previewing Questions

1. Reflect on your own school experiences. Do you recall an instance in which a teacher shared his/her personal experiences with you? Did this help to promote open interactions in your class? What boundaries do you feel teachers should set when encouraging students to share personal information?

2. What could you do as a teacher to encourage students to interact openly with each other? 

3. Review the definition of Active Involvement. Why is this type of learning "at odds" with other types of instruction? Explain.

Principles of  Learning: Post-viewing Questions

1. How does Pralle encourage the students to use Reflection? Would you, as a teacher, have done anything differently? 

2. Although it is not highlighted in the video, how does Pralle encourage the use of Direct Experience in the lesson? What else could she have done?

3. In the video, Pralle encourages her students to envision patterns and connections with their past experiences and what they are learning now. What is her purpose in encouraging her students to address their preconceived notions of individuals from different backgrounds? How might this affect learning?

Information Processing: Previewing Questions

1. Do you feel it is important for teachers to address their students' background knowledge? What are some ways of doing this? How would you, as a teacher, deal with the issue of some students possessing more background knowledge than others?

2. Assume the role of a teacher. You are currently in the beginning stages of a lesson on diversity. Describe how you would lead the students through the Presearch stage of Information Processing.

3. Describe the Interpretation stage of Information Processing. Describe some ways a teacher might lead students through this stage.

Information Processing: Post-viewing Questions

1. During the Presearch stage of Information Processing, Pralle draws on her students' prior background knowledge with regard to the subject of diversity. How does she do this? Describe another method she could have used to build on her students' prior knowledge.

2. Describe some steps Pralle could have taken to guide her students through the Appreciation stage of Information Processing. What activities could have been used?

3. Review the checklist of observable behaviors for the Presearch stage of Information Processing. How does Pralle guide her students through this stage?

Content  Standards: Previewing Questions

1. Review the Social Studies Content Standards. How might the use of technology enable these standards to be fulfilled more effectively?

2. Do you feel that Social Studies Content Standards regarding diversity and cultural awareness should be modified based on students' demographic areas? For instance, should standards dealing with cultural diversity be different for students living in urban areas than for students in rural areas? Explain.

3. Review the Ten Thematic Strands for Social Studies, paying particular attention to Strand 5, Individual Development and Identity. Review this strand, and explain how you as a teacher can address this concept.

Content  Standards: Post-viewing Questions

1. Explain in detail how Pralle addresses Social Studies Content Standard I, e. How did she demonstrate the value of cultural diversity? What are other methods she could have used to address the topic of diversity using other Social Studies Standards?

2. In the video, describe how Pralle utilizes technology to fulfill various Social Studies Content Standards. How would the project be different if technological tools were not available? Would this project be possible without the use of technology? Explain.

3. Review the Ten Thematic Strands for Social Studies. Explain which Strands were addressed in Pralle's project.

Tenets of Democracy: Previewing Questions

1. Reflect on your high school experiences. Do you recall a time when a teacher encouraged you not only to be the student, but to take on the role of the teacher as well? How did explaining different concepts or resources affect your learning? Did this foster a sense of empowerment?

2. Review the definition for Individual Responsibility and Civil Involvement with Others. As a teacher, how do you plan to encourage your students to use this component? 

3. Review the Tenets of Democracy. As a teacher, what are some actions you can take to encourage your students to be tolerant and accepting of others?

Tenets of Democracy: Post-viewing Questions

1. Although it is not discussed in the video, how does Pralle encourage her students to demonstrate Tolerance? What would you as a teacher do to promote the use of tolerance in your classroom?

2. In the video, how does Pralle encourage her students to demonstrate Power Sharing and Empowerment? Would you have done anything differently? Why or why not?

3. Pralle encourages her students to take on the role of the teacher in this project. What was her purpose in doing this? How does this affect student learning?

Technology: Previewing Questions

1. Switzer, Callahan, and Quinn (1999) stated that technological resources "create conditions that optimize learning". How does technology do this? How would classrooms operate differently if technology were not available? What are some benefits of using technology in the classroom?

2. How does the use of technology enable students to gain Direct Experience during the learning process? Explain.

3. Review the Basic Technology Equipment Operations and Concepts (Level I). Reflect on your technological experiences. Which of these do you feel you are a novice? Are there any competencies in which you would call yourself an expert?  a novice?  How could you go about learning more and gaining more experience in these operations and concepts?

Technology: Post-viewing Questions

1. In the video, the students arrange for a diversity conference to take place over the Iowa Communications Network (ICN). What is the ICN? How would this project have run differently if the ICN were unavailable? How would the students' learning have been impacted?

2. Describe how Pralle integrates Technology Competency number 6 into her classroom. How does this affect student learning? Describe how ethics issues are related to the use of technology.

3. Besides Technology Competency number 6, describe 2 other competencies Pralle demonstrates in her class. Was she effective in doing this? Why or why not? What other competencies could she have integrated into the lesson?

Teacher Knowledge : Previewing Questions

1. As a teacher, how will you deal with motivational problems in your classroom? For example, how will you motivate fourth-year students who are in their last semester of high school? How does this relate to a Teacher's Knowledge of Student Characteristics?

2. Review R. Dunn and Griggs' Learning Style Model. How do students' sociological preferences affect their learning? Why is it important for teachers to be knowledgeable about the effects of group work on learning?

3. Reflect back on your high school experiences. Did your teachers encourage you to develop your interpersonal intelligence? How? If they did not, describe a method they could have used to grow in this area. 

Teacher Knowledge : Post-viewing Questions

1. How is Pralle's In-Depth Content Knowledge displayed in the lesson? Give 3 concrete examples.

2. In the video, Pralle discusses how the students are encouraged to interact with each other and become more involved in the project by working collaboratively. This requires her to give up some control in her classroom. How is this related to her In-Depth Content Knowledge?

3. How does Pralle address her students' visual/spatial intelligence in the video? Which of the other multiple intelligences could she have addressed? How?

Teacher Behavior: Previewing Questions

1. In your own words, describe effective classroom management. What are the components of classroom management? Explain.

2. How can a teacher's behavior help students learn the skills needed for living in a democratic society? How does Teacher Behavior assist students in learning the Tenets of Democracy?

3. One way to monitor individual student progress is through grading and assessment. As a teacher, what are some other methods you could use to monitor academic development?

Teacher Behavior: Post-viewing Questions

1. In the video, how does Pralle demonstrate effective Content Management? Give 3 concrete examples.

2. Pralle demonstrates effective Pedagogy by discussing the dynamics of group work in class. How does her teaching style promote individual responsibility?

3. In the video, Pralle asks, "Why is there technology at all?" What is her purpose in doing this? How does a students' appreciation for technology enhance learning and knowledge?