OPS+Trevor+Bond

=PD EVALUATION FORM (Session 2) = =Trevor Bond 31st August 2010 = =Questioning =

** Question 1: How well was this presentation structured to meet your individual needs? **

 * ||  || **1** ||   || **2** ||   || **3** ||   || **4** ||   || **5** ||
 * **No. of Responses** ||  || **1** ||   || **7** ||   || **14** ||   || **8** ||   || **1** ||

How has this presentation challenged your thinking about questioning?

 * It has made me think about the questioning I use.
 * Highlighted the importance of good questions and allowing time for quality questions.
 * It made me more aware of my own body language when listening to a range of questions from the students
 * The way I model everyday
 * The discussion on ‘closed verses open questions’
 * Opened my eyes about the types of questions that are acceptable for inquiry
 * quality of questioning technique needs revising/reflecting on
 * The presentation made me aware that there as a hierarchy of questioning – the higher the level of questioning more thought provoking it is for the children.

How has the presentation confirmed your thinking about questioning?

 * Different questions are needed for different tasks.
 * The need to model effective questions
 * Questions come in many forms
 * <span style="font-family: Arial,Helvetica,sans-serif;">Good questing strategies need to be explicitly taught
 * <span style="font-family: Arial,Helvetica,sans-serif;">Conversations are key to good learning
 * <span style="font-family: Arial,Helvetica,sans-serif;">Questioning is central to all learning
 * <span style="font-family: Arial,Helvetica,sans-serif;">Important to inquiry process

<span style="font-family: Arial,Helvetica,sans-serif;">How will this session change your questioning and teaching practice?

 * <span style="font-family: Arial,Helvetica,sans-serif; margin-top: 0cm;">I will have higher expectations of children’s questions of me
 * <span style="font-family: Arial,Helvetica,sans-serif; margin-top: 0cm;">Reflect on children’s questioning skills
 * <span style="font-family: Arial,Helvetica,sans-serif; margin-top: 0cm;">Give time for good questions
 * <span style="font-family: Arial,Helvetica,sans-serif; margin-top: 0cm;">Look for opportunities (within context) to teach questioning skills
 * <span style="font-family: Arial,Helvetica,sans-serif; margin-top: 0cm;">Develop my personal questioning skills to be a good role model
 * <span style="font-family: Arial,Helvetica,sans-serif; margin-top: 0cm;">Will answer the questions asked
 * <span style="font-family: Arial,Helvetica,sans-serif; margin-top: 0cm;">I will try to react positively to all questions, and teach children about appropriate question asking.
 * <span style="font-family: Arial,Helvetica,sans-serif; margin-top: 0cm;">More awareness of strategies to promote questioning- especially relevant questions
 * <span style="font-family: Arial,Helvetica,sans-serif; margin-top: 0cm;">Create a questioning display in my classroom
 * <span style="font-family: Arial,Helvetica,sans-serif; tabstops: list 36.0pt;">I have started answering the children’s questions the way they have asked and am asking them if that was the answer they wanted. If not they need to ask another question.

=PD EVALUATION FORM (Session 1)=
 * Question 1: How well was this presentation structured to meet your individual needs? **
 * < **Rating** ||= **- 1 -** ||= **- 2 -** ||= **- 3 -** ||= **- 4 -** ||= **- 5 -** ||
 * < **No. of Responses** ||= **0** ||= **1** ||= **13** ||= **10** ||= **3** ||


 * Which aspects of today’s session will you implement back into your classroom programme? **
 * Suggestions about how to make up groups.
 * Formulating own questions
 * Added value to my inquiry learning.
 * Helped me make sense of the whole Inquiry Learning concept and gave me the confidence to implement it in my classroom.
 * Asking questions- children having question time. Wandering/ wondering.
 * The idea that the information can and must be used rather than presented.
 * Improve Inquiry once the school has set guidelines.
 * More meaningful learning.
 * Moving from ‘found’ info to ‘understanding’ info.
 * Using the found info to become understood.
 * Process rather than product.
 * Cross competence skills
 * In depth discussion of N.Z.C (day sessions)
 * Ideas for choice of questions
 * Will be trying some aspects.
 * Wondering board
 * Asking Questions. Allow students to ask more.
 * Formulating own questions.
 * The Idea: “the children need to use information not just present it.”
 * Explicitly integrating the key competencies
 * Simplifying! A point I have favoured forever.
 * I think it clearly indentified a need for coming to grips with wording tasks.
 * Found ideas on how to group children interestingly.
 * Interesting theory- choose topics appropriate to my kids.
 * Not sure yet
 * Key competencies together not separate underpinned by thinking journals- available to all children.
 * Interesting theory- I would choose the topic to suit my class interests and available resources.
 * Professionally it was enlightening. It was greater to align information with past inquiry learning- will use key competencies were clarified & put into perspective.


 * What further P.D do you require in this area? **
 * Examples appropriate to me classroom program. Skills & attitudes to support & develop inquiry learning.
 * Being able to develop learning/ projects that are child developed.
 * More
 * More practical applications- especially as reading levels of my children are low- restricts their into gathering.
 * More of the same. This is all new to me. Could use some more models to look at.
 * Hands on examples (a model) & inquiry and key competetencies.
 * School-wide: decided structure of inquiry.
 * Real life examples eg. Jnr school eg.’s (art deco only relevant to Napier)
 * Modelled in a N.E class- how far do you go?
 * Lots- suitable for “pre-readers” using inquiry
 * Implementation of enquiry process.
 * Yes
 * This needs to be on going.
 * General inquiry implications’
 * Internet
 * Inquiry into the classroom
 * Planning- scaffolding from teacher led to student led
 * Already done lots of researched work in this area
 * How to implement relevant topics/ themes/ experiences into inquiry based studies.
 * Will be interested to see how this develops
 * Planning for junior level
 * Clarification of some points covered
 * Rest of his talk related to questioning like to actually mock plan a unit- see model
 * How to apply this to junior age children
 * The questioning session to come which was not covered


 * What constructive feedback could you provide to improve P.D sessions? **
 * Ensuring whole audience can hear. Not moving around so much. Not making assumptions about your audience.
 * Sound & needs to use a microphone
 * Couldn’t hear- Microphone?
 * Couldn’t hear everything. Couldn’t quite see some of the overheads.
 * Was a bit quiet. Couldn’t hear too well
 * Hands on examples
 * More group work. Discussion time.
 * Speak louder. Dramatic whispering is not appropriate for a large group.
 * Voice too quiet- Key competencies- obvious that they are all related- can only assess so much at a time.
 * Better sound system needed
 * A louder Voice
 * Speak up
 * How do you want us to implement this
 * A microphone would have helped.
 * Voice volume
 * Sound- voice quiet
 * Hard to hear. Found points of presentation a bit unfocussed/erratic.
 * Progression of skills needed for inquiry from Y0-Y6
 * Better sound, better power point presentation (if wasn’t set up for the presentation- not particularly usually stimulating)
 * Better audio
 * Microphone required
 * Microphones used, smaller room
 * Needed to speak up- sometimes could not hear him.
 * Volume up! So everyone can hear. A written summary to take home- spent too much time writing.
 * Will future sessions have more depth to explain practical teaching for inquiry learning.
 * Volume of voice