Probing Questions

Teacher: Myrna Bertheau

Interview

Overview

Tenets of Democracy

Principles of Learning

Information Processing

Content Standards

Questions

Interview: Previewing Questions             

1.      What are the benefits and disadvantages of cooperative groups? 

2.      Have you ever experienced cooperative learning in school?  Did you find it beneficial for yourself and your peers?  Why or why not?

3.      How do you feel about teachers not giving students grades on projects, and instead only providing written comments to assess?  Do you think this is a good system?  Why or why not?

4.      How do you feel about year-long projects for upper elementary students?  What are some advantages and disadvantages of this?

Interview: Post-viewing Questions             

1.      Myrna Bertheau encourages the students to take ownership of their own learning. What are some examples of how she does this?

2.      How does encouraging children to take ownership of their own learning help them?  Include social, academic, emotional, and cognitive benefits.

3.      In what ways does this classroom use cooperative learning to improve student comprehension?

4.      The students in this classroom made up their own rubric, and the teacher provided written comments.  What are some other ways Bertheau could have assessed them?  

Overview: Previewing Questions

1. In your words, describe collaboration. What is the purpose of collaboration? How can it impact learning? Explain.

2. What are the attributes of a self-directed learner?

3. What qualities must an effective communicator display?

Overview: Post-viewing Questions

1. What were the first steps taken in the "Harry Potter Project"? What was the role of the teacher in this project? How about the students? Were they active learners in this activity? If so, how?

2. Read the purpose of Bertheau's lesson as it appears in her lesson plan. Do you think that all these goals are appropriate with this age group? Which would be the most difficult for them to achieve? Why?

3. How are Bertheau's students encouraged to analyze their data and data sources critically? What are the activities that allow them to think critically?

Tenets of Democracy: Previewing Questions 

1.      What do you think are the characteristics of a critical thinker/problem solver? What could teachers do to foster development in this area?

2.      In your own words, what is your definition of power sharing and empowerment?  In what ways can teachers use this in their classroom?

3.      Do you think it is important for students to be actively involved in group decision making?  What can teachers do to foster decision-making skills in the upper elementary grades?

Tenets of Democracy: Post-viewing Questions 

1.      What does Bertheau do in the video to encourage the students to think critically?

2.      In this video, the teacher encourages the students to think together and make meaning by using dialogue.  What are other methods teachers can use to encourage children to think collaboratively?

3.      How does Bertheau promote power sharing and empowerment in her classroom?  Refer back to the checklist of observable behaviors for Power Sharing and Empowerment in the Technology as Facilitator of Quality Education Model to help you answer the question.  

Technology: Previewing Questions 

1.      When students in the upper elementary grades use word processing software and other basic computer programs, do you think it is better to allow students to explore and learn on their own, or to give them direct instruction on how to perform a task?  Why?

2.      In the upper elementary through high school grades, what technological tools did you use to facilitate learning?  What is available now that wasn’t then?  Do you think that students now have an advantage because of this?

3.      What various technological tools can teachers utilize to teach their students new concepts? 

4.      What technological tools can students use to share what they have learned?

Technology: Post-viewing Questions 

1.      Does Bertheau demonstrate the basic technology competency of operating a computer system?  How does she use this skill in her class?  What does she teach her students about operating a computer system?

2.      How do you think learning the technological competencies shown in this lesson would give the students a sense of accomplishment?

3.      The students in this class organize their survey data with computer spreadsheets.  How would Bertheau need to adapt her lesson if she was not able to utilize this technology?  How would this affect the students, the lesson, and the timeline for the project? 

Principles of  Learning: Previewing Questions 

1.      What are some characteristics of a collaborative worker?  How does this relate to the Principles of Learning?

2.      What do you think of when you hear the term “informal learning”?  How did your teachers use informal learning when you were in school?

3.      What is meta-cognition? How does it relate to reflection in the classroom setting?  Do you feel it is beneficial for student learning? Why or why not?

Principles of  Learning: Post-viewing Questions 

1.      Review the checklist of observable behaviors for the Communication stage of Information Processing found in the model.  How does Bertheau incorporate this stage into her lesson?  Develop other ways she could have integrated this aspect of the model into her lesson.

2.      How does Bertheau encourage the use of the interpretation component of information processing?  What other ways could a teacher help students interpret their data?

3.      Review the clip of the video that shows the students evaluating their work.  Listen carefully to the narration.  What are the benefits and/or disadvantages (cognitively, academically, socially, and emotionally) of this strategy for evaluation? 

Information Processing: Previewing Questions

1. This project has upper elementary students carrying out their own research, including surveys and data analysis/interpretation. How does this type of activity help students develop their critical thinking and problem solving skills in the areas of search and interpretation?

2. What are the benefits of a multi-disciplinary project for students? How does it help them with information processing?

3. This teacher shares with her students the learning goals of the school district. Do you think that students should know this information? Why or why not? How could it help or harm the students?

4. Did your elementary or high school teachers share either their personal goals for the class or the school district's learning standards with the students? If so, did this help in your growth as a learner?

Information Processing: Post-viewing Questions

1. Review the checklist of observable behaviors for the Communication stage of Information Processing found in the model . How does Bertheau incorporate this stage into her lesson? Develop other ways she could have integrated this aspect of the model into her lesson. 

2. How does Bertheau encourage the use of the interpretation component of information processing? What other ways could a teacher help students interpret their data?

3. Review the clip of the video that shows the students evaluating their work. Listen carefully to the narration. What are the benefits and/or disadvantages (cognitively, academically, socially, and emotionally) of this strategy for evaluation?

Content  Standards: Previewing Questions 

1.      Read the Principles and Standards for School Mathematics for grades 3-5. Do you think this is a thorough list?  What could be changed, deleted, and/or added to the standards?  What questions do you have about the math content standards?

2.      This lesson uses brainstorming and collecting data to address Language Arts Content Standards.  Why do you think these two activities are included as content standards? 

3.      Do you remember using brainstorming in the upper elementary grades?  How did you learn about it?  How did your teachers encourage this activity?  Did it help you in your learning then?  Under what circumstances do you use brainstorming now?

Content  Standards: Post-viewing Questions 

1.      How does Bertheau use this project to fulfill various Math Content Standards? Which ones?  Refer to the Standards  

2.      What else could have been added to this project to fulfill Math Content Standards that are not mentioned in the lesson? Refer to the Standards.

3.      How does Bertheau use technology in her classroom to help fulfill Math Content Standards for her students?

Teacher Knowledge : Previewing Questions 

1.      Why is it important for teachers to have knowledge of student characteristics?  Which student characteristics are the most important for teachers to know about?

2.      Review Gardner’s Theory of Multiple Intelligences.  Go to the following website and write a short summary of the article.  How does this theory impact teacher knowledge?

3.      The summary of the Knowledge of Student Characteristics includes a reference to Dunn and Griggs’ (1995) Learning Style Model.  They state that students are affected by five main factors. Read this list and provide ideas as to how knowledge of these five factors would influence teachers in the classroom.

Teacher Knowledge : Post-viewing Questions 

1.      The lesson plan states that this class is make up of students in grades 4 and 5, and the students in grade 5 have already completed a research project similar to this.  How does the knowledge of this student characteristic affect Bertheau’s lesson and teaching?  How would you as a teacher deal with students of different ages in one classroom?

2.      How does Bertheau approach the theory of multiple intelligences in her classroom?

3.      How would the lesson and students be affected if Bertheau did not have in-depth content knowledge of the lesson and activities? 

Teacher Behavior: Previewing Questions 

1.      What does effective classroom management mean to you?  What skills do you think a teacher should have to effectively manage a classroom?

2.      What nonverbal behaviors can teachers use to encourage and praise students?  In what situations could each of these be used?

3.      Read the “Five Propositions of Accomplished Teaching” found in the Pedagogy section of the Technology as Facilitator of Quality Education Model. Which ones do you feel are most important?  Why?

4.      Instructional management skills are important for a teacher to have.  What actions should teachers avoid in the classroom?  For examples, refer to the Content Management section of the Technology as Facilitator of Quality Education Model

Teacher Behavior: Post-viewing Questions 

1.      What does Bertheau do to provide a structured learning environment in her class?  Do you think a structured learning environment is important?  Why or why not?

2.      How does Bertheau demonstrate that she is committed to her students?  How does she use nonverbal communication to express this?

3.      Closely observe Bertheau’s classroom movements.  How do these affect students?  Can you think of anything that she could have done differently regarding classroom movement?

4.      Refer to the checklist of observable behaviors for Conduct Management in the Technology as Facilitator of Quality Education Model. Which of these behaviors does Bertheau demonstrate in her classroom?