Monday, August 25, 2014

Effective Open Ended Questions

Effective Open Ended Questions

So you’ve been practicing your open ended questions (see below for a list to help you).  Now let’s focus on making sure you are using them effectively.
Once you ask an open ended question, are you getting answers from the children?  Or are you leaving the question hanging in the air like Ferris Beuller’s teacher  “Anyone??  Anyone??”


When you ask an open ended question:
·         Leave enough space and time for the children to answer – not answering for them, or moving on to another child right away
·         Give prompts and hints for them to come up with an answer
·         Rephrase you question in a new way
·         Relate your question to something they already know

Open ended questions/starters
What would happen if…
What do you think this book might be about?
Do you need anything else?
What do you need to get started?
How does that work?
How did that happen?
What is another way we could do that?
Can you think of…
How will you start?
What is your plan?
What’s happening?
How could you get that out?
How do you think we could fix that?
Want do you think happens next?
What could we do?
What do you think made this happen?
What should we put in this space?
How do you think…
What do you think about…
What made you think of that?
What are some ways…
How could we…
What else could we…
What else can you think of to…
What is another way to…
What is another way we could…
Do you have any ideas about…
What ideas can you think of for…
I wonder if there are other ways – what do you think?
How could we figure that out?
What would we need to…
Help me figure out…
What are your best ideas about…
I bet you have an idea about…
I need help figuring out…
What would be the best way to…
How many ways could we…
What are some other ideas about this?
How do you think we could…
Why do you think that this…
What do you think?



Friday, August 15, 2014

Three Hour Tour


Three Hour Tour

For the Environment Rating Scale assessment, it is important that children have access to all the materials in the classroom for 3 hours per day.  You can count the early morning, late afternoon and any free play/work time in the daily schedule. 
Make sure ALL areas are open and available during these 3 hours.  Make sure it is clear on your daily schedule that there are 3 hours of access to free play in the classroom.  The data collectors will rely heavily on what you have listed on your daily schedule (posted inside the classroom) to determine if you have the 3 hours of access.  If some centers are closed, you will not get credit for the full access for children.
The 3 hour rule applies to:  music, art, blocks, dramatic play, nature and science, books, fine motor, sand/water play, math/number and diversity.
The ERS assessment greatly values free play and the opportunity it gives for children to make choices about what they do, who they interact with, and time interactions between children with their teachers both 1:1 and in smaller groups.
In free play there is ample time for many of the other items the ERS (and CLASS Assessment) is looking for:
·         Open ended questions
·         Scaffolding
·         Prediction
·         Brainstorming
·         Kids thinking for themselves
·         Using language
·         Informal reading
·         Reasoning skills
·         Critical thinking
·         Peer connections
·         Etc.
Free play also gives teachers more opportunities to work 1:1 with children – individualizing the curriculum to the needs of each child.
How much free play is on your schedule today?