Probing Questions

Teacher: David Pratt 

Interview

Overview

Principles of Learning

Information Processing

Content Standards

Tenets of Democracy

Questions

Interview: Previewing Questions

1. As a teacher, do you plan to connect what you teach with what is going on in the world? How would you bring real world situations into the classroom? Explain. 

2. Pratt states, "Lecturing is not the best way to teach students". What is, according to you, the best teaching strategy? Describe the advantages of teaching using a number of different methods.

3. Describe interactive learning in your own words. Is it more effective than lecturing? Why or why not?

Interview: Post-viewing Questions

1. What are the various types of assessment Pratt uses, according to his lesson plan? As a reference, browse the North Central Regional Educational Laboratory Web site. 

2. Why does Pratt state that his assessments are always evolving? Would you, as a teacher, feel compelled to design new assessments all the time rather than keep one all through the year? How might this enhance student learning? Explain.

3. In the video, Pratt says, "A facilitator is more effective than an instructor". Describe what he means by this statement. Do you agree or disagree? Why?

Overview: Previewing Questions

1. As a student, have you ever "job-shadowed"? Describe your learning experience. How is "job-shadowing" related to Active Involvement? Explain.

2. What is a mentor? Explain the purpose of mentoring, and give an example. Describe a mentoring situation you've experienced. How was your learning affected by this relationship? 

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

Overview: Post-viewing Questions

1. Pratt developed four strategies that were designed to bring together three teams: the new staff at the Hometown Perry museum, the employees of an architectural firm, and a new group of computer-aided drafting and design students. Explain Pratt's lesson plan. Why did he organize it the way he did? How was student learning affected by his strategies? 

2. Explain why Pratt began with the "ice-breaker" activity. What did the students and the mentors learn during this time? How would the lesson have been different if there was no "ice-breaker" to begin the lesson?

3. Describe the purpose of the brainstorming session with the students and mentors. What was Pratt's intention in encouraging this interaction between the students and their mentors? Explain. What are the benefits of brainstorming?

Principles of  Learning: Previewing Questions

1. Give a short definition of informal learning. Refer back to your high school experiences. Were you involved in informal learning activities? If so, how did this experience help you grow intellectually?

2. Review the checklist of observable behaviors for Informal Learning. How is Informal Learning related to a Teacher's Knowledge of Student Characteristics? 

3. How is Frequent Feedback related to the Principles of Learning? Explain how student learning would be affected if Frequent Feedback was not given in a classroom setting. How does supportive feedback enhance learning?

Principles of  Learning: Post-viewing Questions

1. Describe the implicit learning that the students experience in the video. What opportunities were created in order to favor this implicit learning? How is implicit learning related to Informal Learning?

2. How do the students and the mentors of this project engage in Reflection? Describe how the reflective comments that the students and mentors share create opportunities for Frequent Feedback.

3. Explain how Direct Experience enhances student learning in this project.

Information Processing: Previewing Questions

1. As a teacher, do you feel that it is important to raise curiosity in your students? How will you help your students to be more curious? Describe how curiosity is related to Appreciation.

2. Do you feel that it is important to have students relate the information they are given to their prior knowledge? How does this affect student learning? Explain.

3. Describe how "brainstorming" is related to Information Processing. 

Information Processing: Post-viewing Questions

1. How does Pratt incorporate Appreciation into this project? How would this project have run differently if the students and mentors were not given a chance to get to know each other before they began to work together? Explain.

2. Review the checklist of observable behaviors for the Communication stage of Information Processing. Explain how the students and mentors demonstrate this stage in the project.

3. How do the students progress through the Presearch stage of Information Processing? Review the checklist of observable behaviors if necessary. Why is this stage often neglected? Explain. 

Content  Standards: Previewing Questions

1. Read and familiarize yourself with the ten Performance Indicators for Technology-Literate Students, Grades 9-12. Devise a lesson plan in which you include at least two of these and explain how their integration would enhance student learning.

2. One of the standards addressed in the lesson, Standard for Technology Literacy Number 7 for Grades 9-12, requires that students understand the influence of technology on history. How would you, as a teacher, help your students understand this influence? Is it important for the learning process? Explain.

3. Read the three goals of Content Standards as found in the model. In your own words, describe the purpose for using Content Standards for Technological Literacy. 

Content  Standards: Post-viewing Questions

1. How does Pratt integrate Technological Literacy Standard Number 8 for Grades 9-12? What does this standard require? How does it facilitate student learning?

2. This lesson integrates Standard for Technological Literacy Number 3 for Grades 9-12. This standard requires that students develop an understanding of the relationships among technologies and connections between technologies and other fields of study. How are these relationships demonstrated in Pratt's lesson? How does the integration of this standard enhance student learning?

3. What does Technology Performance Indicator Number 10 for Grades 9-12 address? How do the students use technology in this lesson to demonstrate this standard?

Tenets of Democracy: Previewing Questions

1. Explain how teachers can enable students to feel empowered in the classroom. How can this sense of Empowerment lead to a better understanding of a lesson?

2. How does empowerment affect self-esteem? Explain.

3. What are some ways students may demonstrate Tolerance during a class project? Reflect on your school experience. How have you demonstrated tolerance in a classroom activity? Give specific examples.

Tenets of Democracy: Post-viewing Questions

1. How is Decision Making demonstrated in this lesson? Describe how the students and mentors think collaboratively of ways to decide on the best solution to the problem, and how student learning is impacted.

2. The central purpose of Pratt's teaching strategy is to prepare students to live as productive members of society, consistent with the Tenets of Democracy. What components of the Tenets of Democracy does the collaborative exercise utilize? How are they demonstrated in the lesson?

3. How do the mentors and students in the video demonstrate Tolerance in their collaborative relationship? Explain.

Technology: Previewing Questions

1. As a teacher, what are some steps you will take to ensure that you use technology appropriately in the classroom? 

2. Read and familiarize yourself with Technology Competency Number 3, Trouble-Shooting. How would you, as a teacher, model appropriate trouble-shooting techniques to your students?

3. Review Teacher Technology Competency Number 20. What are different methods teachers can use to judge what software is appropriate to the learner? How will you do this? Explain.

Technology: Post-viewing Questions

1. The teacher demonstrates Technology Competency Number 20, the use of Instructional Software. What does this competency address?

2. What is "authentic" about Pratt's learning activity? Does this improve student learning? Why or why not?

3. What was one of the technological problems that occurred during the lesson and how did the teacher and the students deal with it? As a teacher, how will you deal with technological problems in your classroom so that they do not affect student learning? Explain.

Teacher Knowledge : Previewing Questions

1. Make up a list with advantages and disadvantages of having students work in groups and discuss each. Then think about your school experience. What problems, if any, did you face when you worked in groups? How did this affect your learning? Explain.

2. How does a student's immediate environment affect learning? How will you accommodate learners who prefer different types of settings, such as noise levels or lighting?

3. Read the checklist of observable behaviors for Comprehension. Why is teacher comprehension important for student learning?

Teacher Knowledge : Post-viewing Questions

1. Pratt displays Knowledge of Student Characteristics by accounting for the Immediate Environment of his students. How does he do this? Does this enhance student learning? Why or why not?

2. How does Pratt address his students' Interpersonal Intelligence in the lesson? How does this type of intelligence affect the mentor-student relationship?

3. How is Teacher's In-Depth Content Knowledge evident in Pratt's method of Instruction? Why does Pratt use group work for this activity?

Teacher Behavior: Previewing Questions

1. The model states, "…teachers have the responsibility to challenge existing structures, practices, and definitions of knowledge…". What does this mean? As a teacher, how do you plan to do this? 

2. Do you feel that it is important for teachers to show that they are committed to students and their learning? Why or why not? What are some ways in which they can do this? How is learning impacted by this commitment? 

3. Think about your school experiences while working in groups. When you encountered problems, how did you deal with them? How did this affect your learning experience? How is the process of dealing with problems related to the Tenets of Democracy?

Teacher Behavior: Post-viewing Questions

1. What is Content Management and how is it demonstrated in Pratt's lesson?

2. It is stated in the video that the instructor "is advancing student learning of Career Technical subject matter". How does Pratt do this? Describe how this affects student learning.

3. Pratt demonstrates an element of Pedagogy by creating a learning environment that allows students to take responsibility for their learning. How does he encourage his students to solve problems individually or collaboratively before asking for help?