Probing Questions

Teacher: Melody Raub

Interview

Overview

Principles of Learning

Information Processing

Content Standards

Tenets of Democracy

Questions

Interview: Previewing Questions

1. As a teacher, what challenges arise when working one-on-one with a student compared to working in a large-group setting? What accommodations or changes need to be made when working with an individual student?

2. Reflect on your school experiences. Do you recall times when your teachers chose activities with the purpose to motivate you? How do students who are not motivated learn differently than students who are?

3. What accommodations need to be made for students with a learning disability? What do you as a teacher need to keep in mind when working with children in special education?

Interview: Post-viewing Questions

1. In the video, Raub explains that continual feedback is important for all students, but especially for special education students. Why is this feedback important for these students? Explain.

2. Raub explains that her goals for the student are tied into his IEP, or Individualized Education Plan. Are you familiar with the IEP? What information is included in this document? How does the use of an IEP affect student learning?

3. How was the student assessed in this video? Describe some ways in which the student "self-corrected" himself in the video. How can you as a teacher encourage students to "self-correct"? 

Overview: Previewing Questions

1. What are the characteristics of an IEP (Individualized Education Plan)? For more information you can also check this online source: http://www.ldonline.org/ld_indepth
   /iep/iep_process.html.

2. In your teaching experience, have you ever had to work with a reluctant reader? What methods did you use to motivate this student to read? 
   Were they effective?

3. What are the challenges that a small-group setting presents? Give specific examples.

Overview: Post-viewing Questions

1. How does the student translate the information he possesses into a “living book”? How does the teacher use Edmark’s Imagination Express software to assist the student along the project? Does it have any impact on the student’s fluency of reading?
   
   
2. Why do you think the teacher has the student send an e-mail message to the author of the student’s favorite books? 
   
   
3. What kind of audience will the student have for his book? Look at the lesson plan for more information about the student’s IEP. How does having an audience relate to the student’s IEP?

Principles of  Learning: Previewing Questions

1. What type of learning environment do you feel is most conducive for a special education student? What Principles of Learning should be incorporated? Explain.

2. As a student, recall one teacher who was encouraging and supportive. How did this encouragement affect your learning and motivation to succeed?

3. Explain how technology can be utilized to create an Enjoyable Setting in a lesson.

Principles of  Learning: Post-viewing Questions

1. Review the checklist of observable behaviors for Active Involvement. How does the student demonstrate Active Involvement in the video? How does this affect his learning experience?

2. How would the Principles of Learning have been affected if Raub were working with a group of special education students in this activity instead of working one-on-one with the student? Explain.

3. Raub explains that the goal of her job is to "…provide frequent feedback in an enjoyable setting." How does she accomplish this through her lesson and activity with the student? Why is this important?

Information Processing: Previewing Questions

1. The Technology as a Facilitator of Quality Education Model states that the Presearch Stage of Information Processing is often neglected. What might be some reasons that this stage is often overlooked?

2. As a teacher, what are some ways you can help students process how they learn best? How can you encourage them to reflect on ways that they learn most effectively?

3. Review the checklist of observable behaviors for the Appreciation Stage of Information Processing. How can you as a teacher encourage your students to utilize this stage? How does this stage affect the learning process of gathering information?

Information Processing: Post-viewing Questions

1. How does Raub guide the student through the Presearch Stage of Information Processing? How did this impact his learning?

2. Refer to the checklist of observable behaviors for the Interpretation Stage of Information Processing. How does the student use this stage? Why is Interpretation important for a student's processing of information?

3. Although it is not highlighted in the video, how does Raub lead the student through the Appreciation Stage of Information Processing? How is Appreciation related to Active Involvement?

Content  Standards: Previewing Questions

1. Review the description of English Language Arts Content Standard Number 7. Describe this standard in your own words, and describe some techniques teachers could use to help students fulfill this standard.

2. Review the List of Standards for the English Language Arts. Devise a lesson in which your students will fulfill standards 1, 4, 6, 7 and 9. Be sure to incorporate the use of technology, also.

3. The National Council of Teachers of English state that although the Language Arts Content Standards are presented as a list, they are not "distinct and separable", and should be seen as "interrelated…as part of a whole". Explain their rationale for this. Why should teachers view the standards as interconnected?

Content  Standards: Post-viewing Questions

1. How does this project integrate English Language Arts Standards 6 and 7? What else could the teacher have done to integrate these standards into the lesson?

2. How did Raub integrate Technology Standards Performance Indicators 1, 4, and 7? Give specific examples. What else could Raub have done to integrate these standards?

3. Explain Technology Standards Performance Indicators 2, 6, and 10 in your own words. How could Raub have successfully integrated these into her lesson?

Tenets of Democracy: Previewing Questions

1. How is a teacher's encouragement of Critical Thinking and Decision Making related to one's Knowledge of Student Characteristics?

2. Callahan (1998) described some examples of common problems in Critical Thinking. One instance is when students try to win an argument by ignoring the issue and attacking the other person. Callahan coined this as "getting personal". As a teacher, how will you help your students avoid this problem that may arise when thinking critically with others?

3. Review the checklist of observable behaviors for Critical Thinking and Decision Making. What would you do if you had a student who lacked critical thinking and decision making skills? What steps would you take to promote the child's development in this area?

Tenets of Democracy: Post-viewing Questions

1. Review the Inquiry Skills Used in Critical Thinking. Which of these did Raub encourage the student to use throughout the lesson? Explain. What techniques did she incorporate to promote their use?

2. Explain Empowerment in your own words. How did Raub empower the student? As a teacher, how will you empower your students?

3. Describe the definition of Decision Making. How does the student actively make decisions in the video? Review the checklist of observable behaviors. Which behaviors did the student show and the teacher model?

Technology: Previewing Questions

1. Describe some ways which technology can be used as a motivational tool. As a teacher, how do you plan to use technology to motivate your students? Was technology used as a motivator when you were a student?

2. Imagine that you encounter a teacher who refuses to utilize technology in her classroom. What arguments would you make for the use of technology in the classroom? How would you convince her that technology is truly a "Facilitator of Quality Education"?

3. Review the Basic Technology Equipment Operations and Concepts. Choose five competencies, and develop an English/Language lesson that incorporates the teacher's use of these.

Technology: Post-viewing Questions

1. Which Teacher Technology Competencies does Raub demonstrate in her classroom? How does she use each competency? How do these impact the student's learning?

2. How does Raub integrate National Education Technology Standards Performance Indicators 5 and 6 into the lesson? How would the student's learning have been affected if these were not incorporated?

3. Although it was not highlighted in the video, how does Raub integrate Teacher Technology Competency 1 into the lesson? Technology Competency 6?

Teacher Knowledge : Previewing Questions

1. In your own words, describe Transformation. What processes are required in transformation? How will you fit material to the characteristics of the students with whom you work?

2. What is Naturalistic Intelligence? How can teachers help children develop and strengthen this type of intelligence?

3. As a teacher, what are some techniques and methods you can use to foster effective teacher-student interaction? How is teacher-student interaction related to a Teacher's In-Depth Content Knowledge? 

Teacher Knowledge : Post-viewing Questions

1. How does this project address the student's Multiple Intelligences? 

2. How does Raub demonstrate her Comprehension of the subject content? How does a teacher's comprehension impact student learning? How is a teacher's use of technology related to one's comprehension?

3. Explain how Raub demonstrates her Knowledge of Student Characteristics. Describe 3 concrete instances in the video, and describe how this impacted the student's learning.

Teacher Behavior: Previewing Questions

1. Explain how a teacher's Pedagogy (opinions about and methods of teaching) is related to one's Knowledge of Student Characteristics.

2. Review the summary of Pedagogy, as found in the model. What is your definition of effective Pedagogy?

3. Reflect on your school experiences, and on one teacher you would describe as effective. Did the teacher show that he/she was committed to you and your learning? How did the teacher do this? How do you plan to show students that you are committed to them and their learning?

Teacher Behavior: Post-viewing Questions

1. How does Raub encourage her student to learn within and across disciplines? Explain. Does this demonstrate good pedagogy (opinions about and methods of teaching)?

2. Review the Five Propositions of Accomplished Teaching. Describe how Raub demonstrates three of these propositions. How have/will you as a teacher develop(ed) these?

3. In the video, how does Raub make learning meaningful and rewarding to the student? Explain how letting a student incorporate one's own interests impacts student learning. How is this related to effective Teacher Behavior?