The only specific instructional technique in the Danielson Framework is questioning and discussion, so it must be an important one. It is critical to remember that the framework mentions questioning and discussion as a technique to deepen understanding, not as a recitation or verbal quiz. Good teachers should use a variety of convergent and divergent questions, and these questions should challenge students to formulate hypotheses, make connections, and question previous beliefs. Teachers using this technique must also be skilled at valuing the responses of students, and using those responses to build more discussion and understanding. High-quality questions should encourage students to think beyond their original understanding. In other words, good questions will cause students to challenge previous views or draw connections between ideas that they thought were unconnected. In order to produce high-quality questions, teachers must not be afraid to pose questions that they do not know the answers to. In addition, teachers should facilitate animated and highly-participatory discussions led by students. It is important to note that in order for questions to be high-quality, they do not have to be high on Bloom's Taxonomy. For example, if a teacher asks low-cognitive-level questions in order to review before moving to a new subject, or to ensure that all students are ready to learn, these questions can be considered high-quality. Similarly, a teacher could be asking questions at a high-cognitive-level, but if only a few students are responding, the questions would not be high-quality. In addition, if students are asking high-quality questions, it facilitates a positive rating of the teacher in this component, as the students probably saw these questions modeled by the teacher. Elements of this include:
Quality of Questions/Prompts
High-quality questions force students to think, reflect, deepen understanding, and think critically about their ideas and ideas of their classmates. When asking high-quality questions, teachers should be sure to only ask a few and give sufficient time for reflection and consideration of the responses of classmates. Occasionally, it may be appropriate to ask a series of low-level questions as review. However, these questions are not questions that deepen understanding.
Discussion Techniques
Effective teachers recognize discussion as a key part of the learning process. Discussion must not be confused with explanation. For example, some teachers may say, "We discussed..." when they really mean, "I explained...." A true discussion is when a teacher poses a question and then steps back to allow all student voices to be heard as they debate the answer to the question with each other. Discussions do not always have to be mediated by the teacher, in fact, it is best when the discussion is student lead.
Student Participation
Sometimes, one or two students will dominate discussion. Other students will recognize this and will not contribute. Therefore, teachers must have a multitude of strategies to ensure participation of all students. In order to best accomplish this, it may be appropriate to enlist student help.
Implementing in the Classroom/Artifacts Demonstrating Competency
Quality of Questions/Prompts
High-quality questions force students to think, reflect, deepen understanding, and think critically about their ideas and ideas of their classmates. When asking high-quality questions, teachers should be sure to only ask a few and give sufficient time for reflection and consideration of the responses of classmates. Occasionally, it may be appropriate to ask a series of low-level questions as review. However, these questions are not questions that deepen understanding.
Discussion Techniques
Effective teachers recognize discussion as a key part of the learning process. Discussion must not be confused with explanation. For example, some teachers may say, "We discussed..." when they really mean, "I explained...." A true discussion is when a teacher poses a question and then steps back to allow all student voices to be heard as they debate the answer to the question with each other. Discussions do not always have to be mediated by the teacher, in fact, it is best when the discussion is student lead.
Student Participation
Sometimes, one or two students will dominate discussion. Other students will recognize this and will not contribute. Therefore, teachers must have a multitude of strategies to ensure participation of all students. In order to best accomplish this, it may be appropriate to enlist student help.
Implementing in the Classroom/Artifacts Demonstrating Competency
- After reading a short story, the teacher has students sit in a U-shape and discuss difficult portions of the story
- When the teacher notices a student not participating in the discussion, she jumps into the conversation and uses that student as an example in order to encourage them to participate
- Teacher asks students what the best climate is and why
- In the anticipatory set, teacher poses a series of low-level questions as review
- After asking high-quality questions, teacher has students do a think-pair-share before sharing with the whole class
- Students ask each other high-quality questions
- Students challenge their classmates answers with solid reasoning
- Photo labeled for reuse
- (2018). Static.pdesas.org. Retrieved 5 April 2018, from http://static.pdesas.org/content/documents/danielson_rubric_53.pdf