Probing Questions

Teacher: Jerry Robinson

Interview

Overview

Principles of Learning

Information Processing

Content Standards

Tenets of Democracy

Questions

Interview: Previewing Questions

1.      What are some advantages and disadvantages of having students in a group grade themselves and one another?  Do you think this is a valid method of assessment? Why or why not?

2.      What are various things that a teacher can do to facilitate student learning and bring out creativity in students that normally do not excel in bookwork or on tests?

3.      What are some advantages and disadvantages of students using only a textbook as a resource for student learning?

Interview: Post-viewing Questions

1.      Analyze Robinson’s method of assessment, as he describes it in the video.  How do his ideas relate to and/or differ from your own ideas of how to assess students?  Did you learn anything new from his explanation?

2.      How does this project facilitate students' learning of Europe that they received from their text?

3.      Robinson explains that many of his students were “excited” about the project.  Name specific characteristics of this lesson that excited and initiated student interest.  How does this interest affect student learning?

Overview: Previewing Questions

1.      Brainstorm different ways that you, as a high school or junior high teacher, could engage your students in learning about the geography and people of various countries.

2.      To what extent do you think real-world application of learning is necessary for thorough student learning?  Why do you feel this way?

3.      How might group work encourage, as well as discourage, student learning?

Overview: Post-viewing Questions

1.      How would you, as a world geography teacher, assess this project?  What are the advantages and disadvantages of your assessment method?

2.      How does the use of technology improve this lesson?  How would the lesson have been different if the Internet, digital cameras, and scanners were not available to the students?

3.      Do you think this project helps the students to learn about European geography?  Why or why not?  Name one thing the teacher could have included in the lesson to improve student learning.

Principles of  Learning: Previewing Questions

1.      How does Active Involvement relate to Direct Experience?  

2.      Brainstorm different methods that teachers can use to provide students with Frequent Feedback. 

3.      Refer to the checklist of observable behaviors for Reflection.  Describe in your own words metacognition, transfer of knowledge, and analogical reasoning.  How might the use of these enhance student learning?

Principles of  Learning: Post-viewing Questions

1.      How are the students in this class actively involved in their learning?  What actions do you see Robinson taking to encourage active involvement?

2.      How does this project allow students to be engaged in Patterns and Connections? 

3.      How do the students in Robinson’s class display a transfer of knowledge, as described in the checklist of observable behaviors for Reflection?  How does this affect student learning?

Information Processing: Previewing Questions

1.      How are the Presearch and Search stages of Information Processing related?  How does the knowledge of one relate to the knowledge of the other?

2.      The definition of Interpretation states that it is “another stage in this holistic process that is very important and often neglected.”  Why is interpretation important?  Why do you think it is often neglected?

3.      Describe various methods teachers can use to facilitate students' use of the Interpretation stage of Information Processing.  For a reference, refer to the checklist of observable behaviors. 

Information Processing: Post-viewing Questions

1.      Name the various ways that Robinson guides the students through the Presearch stage of Information Processing.  What are some other things he could have done in this area?

2.      How do the students demonstrate the Interpretation stage of Information Processing?

3.      Review the checklist of observable behaviors for the Communication stage of Information Processing.  Which of these do the students engage in throughout this project?  How do these behaviors improve learning of the information?

Content  Standards: Previewing Questions

1.      What are various ways that a high school Social Studies teacher could implement Information Literacy Standards into the classroom?

2.      The summary of Content Standards states that content standards can accomplish three primary goals.  What are these goals?  Do you feel content standards are accomplishing these goals as they are used in education today?  Why or why not?

3.      Read the descriptions of the Ten Thematic Strands in Social Studies, which form the basis of the Social Studies Content Standards.  Which of these standards would you enjoy teaching the most? Why?

Content  Standards: Post-viewing Questions

1.      How does Robinson use technology in his classroom to fulfill various Social Studies Content Standards?

2.      How does this project implement Information Literacy Standards 7 and 9?

3.      This lesson implements Social Studies Standard Number IIIb, which refers to the study of people, places, and environments.  What are some other ways Robinson could have included this standard in his classroom?

Tenets of Democracy: Previewing Questions

1.      How does student learning of the Tenets of Democracy relate to Informal Learning?

2.      Name various ways that a teacher could handle situations of intolerance among students during group work.  How might this encompass some of the Principles of Learning?

3.      What are the Inquiry Skills Used in Critical Thinking, as described in the model?  What are the connections between these and the Interpretation stage of Information Processing?

Tenets of Democracy: Post-viewing Questions

1.      How does Robinson implement Power Sharing and Empowerment into his classroom?  How does this affect student learning?

2.      How does this project influence students' use of Critical Thinking and Decision Making?

3.      How do the students in this classroom practice Civil Involvement With Others?  Do you think this improves student learning of the material?  Why or why not?

Technology: Previewing Questions

1.      Switzer et al. (1999) states “Technology can be used to develop information processing skills and dispositions.” Give specific examples of how technology can be used to enhance Information Processing. 

2.      The summary of Technology in the model states that technology is “the powerful tools that learners can use to facilitate their own learning process.”  Using this definition of technology, examine how you use technology in your own learning process.

3.      Brainstorm various tools that you could use as a teacher to facilitate student learning.  How do these tools facilitate student learning?

Technology: Post-viewing Questions

1.      Name the Teacher Technology Competencies that Jerry Robinson displays in the video.  How does his knowledge of each of these improve student learning?

2.      How is technology used in this classroom to facilitate student learning in the Communication stage of Information Processing? 

3.      Jerry Robinson demonstrates his knowledge of the Internet through his European Vacation website. How might the use of this website encourage students in their use of technology?

Teacher Knowledge : Previewing Questions

1.      Describe Transformation, as it is described under the checklist of observable behaviors for Teacher’s In-Depth Content Knowledge.  Then, give a specific example of how you have engaged in the process of transformation.

2.      How might varying the methods of instruction and evaluation that a teacher uses improve student learning?

3.      Name five characteristics of students that you think are most important for a teacher to know.  Why is knowledge of each important in order to improve student learning?

Teacher Knowledge : Post-viewing Questions

1.      How does Robinson display In-Depth Content Knowledge?  What else could he have done to show his in-depth content knowledge?

2.      How could Robinson have addressed his students’ logical/mathematical and musical/rhythmic intelligences throughout the project?  The intelligences are described in Gardner’s Theory of Multiple Intelligences.

3.      Does Robinson display each of the first three behaviors listed under the checklist of observable behaviors for Teacher’s In-Depth Content Knowledge (comprehension, transformation, and instruction)?  Explain. 

Teacher Behavior: Previewing Questions

1.      One of the Five Propositions of Accomplished Teaching, as recognized by the National Board for Professional Teaching Standards, stats that “teachers think systematically about their practice and learn from experience.”  How might this teacher characteristic improve student learning?

2.      Study the checklist of observable behaviors for Content Management.  Describe how a teacher with poor content management skills would act in class.

3.      Name specific things that teachers can do in the classroom to promote positive student achievement and behavior.

Teacher Behavior: Post-viewing Questions

1.      What does Robinson do in his classroom that demonstrates good Classroom Management?  Name some other things he could have done to display good classroom management techniques.

2.      Describe Content Management.  Does Robinson display good content management in his classroom?  Why or why not?

3.      Do you see evidence of Jerry Robinson thinking systematically about his practice and/or learning from experience? How does this relate to Pedagogy (opinions about and methods of teaching)?