The Acorn

A Newsletter for CSB/SJU Cooperating Teachers

Volume 4, no. 15--Friday, April 1, 2022

Growing, Nurturing, and Supporting CSB/SJU Student Teachers

The Acorn is a newsletter for the cooperating teachers working with student teachers from the College of St. Benedict/St. John's University. This publication is intended to help our cooperating teachers understand their roles and responsibilities as well as provide them with current research and best practice in working with student teachers. Additional information helpful to mentorship, pedagogy, and current issues in education is often included.

zoom_out_map

A Message from the Director of Student Teaching

Mentoring and Supporting Student Teachers' Questioning Skills

Recently, an area of note within student teacher observations and conversations has been questioning techniques. Understanding and knowing how to construct quality questioning techniques can be challenging for preservice teachers. Research shows that preservice teachers are able to notice student thinking in various activities; however, “it is not clear that they are sufficiently well-prepared to propose quality responses, largely in the form of questions before entering the classroom” (Walkoe & Levin, 2018, p. 129). This may be attributed to limited classroom experience or practice in various ways to deepen student learning in real classroom settings (p. 138). As student teachers continue to develop their pedagogies in their placements, it is important for us to mentor them in how they attend to responses and extend learning for their students.

We know that questioning techniques serve multiple purposes and are used to achieve well-defined goals:

*to check preparation and probe for understanding

*to arouse interest and increase motivation

*to develop insights and make connections

*to guide upcoming learning

*to stimulate critical thinking

*to solve problems

*to provide incentive to act or reflect

(Lewis, n.d., p. 5; Shanmugavelu, et al., 2020, p. 46).

We also know that questioning techniques generally align to the levels of Bloom’s Taxonomy on which we teach. With that in mind, it is not surprising that research shows a large majority of the questions we ask exist in the lower levels of knowledge and comprehension (Fries-Gaither, 2008, p. 2; Lewis, n.d., p. 2). These types of questions provide us with information on our students’ awareness, knowledge levels, and comprehension; however, they do little to provide us with an understanding of our students processing and thinking. That is why the upper level questions are so important.

At this point in the student teaching experience, teacher candidates should be utilizing higher order thinking questions with their students. This requires planning and practice (Fries-Gaither, 2008, p. 3; Shanmugavelu, et al., 2020; p. 48; Walcoe & Levin, 2018; p. 142). Student teachers should be encouraged to embed higher level thinking questions into their lesson plans. Follow-up questions that extend responses of the knowledge and comprehension types should be prepared and asked widely. Encouragement and coaching around questioning can be an excellent way for cooperating teachers to support student teachers as they continue to build this part of their pedagogy.

Ideas for building in more higher order thinking:

*Script questions in advance; put in lesson plans and/or sticky notes with teacher materials

*Answer questions yourself, then ask yourself the follow up question

*Plan the ways to extend questions to other students; prepare the question or follow-up stems

*Look to Bloom’s Taxonomies for question stems (see link in resources below)

*Track your use of higher order thinking questions to identify where more could be embedded

*Ask for a coach or mentor to help, track, or guide your thinking and practice

References:

Fries-Gaither, J. (2008, October). Questioning techniques: Research-based strategies for teachers . Beyond Penguins and Polar Bears. Retrieved April 1, 2022, from https://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioning-techniques-research-based-strategies-for-teachers

Lewis, K. G. (n.d.). Developing questioning skills - University of Delaware. Retrieved April 1, 2022, from https://www1.udel.edu/chem/white/U460/Devel-question-skills-UTx.pdf

Shanmugavelu, G., Ariffin, K., Vadivelu, M., Mahayudin, Z., & R K Sundaram, M. A. (2020). Questioning techniques and teachers’ role in the classroom. Shanlax International Journal of Education, 8(4), 45–49. https://doi.org/10.34293/education.v8i4.3260

Walkoe, J., & Levin, D. M. (2018, January 1). Using technology in representing practice to support Preservice Teachers' quality questioning: The roles of noticing in improving practice. Journal of Technology and Teacher Education. Retrieved April 1, 2022, from https://www.learntechlib.org/primary/p/181146/

Student Teaching Timelines for Weeks 13 & 14

For Candidates in 16-week placements:

Weeks 13 & 14--

Continue to teach as in week 10 (ten consecutive days of full-time teaching are to be done in this time)
Assist student teacher to address areas needing improvement with continued informal observations and feedback
Ensure at least four formal observations have been completed
Looking ahead: prepare a letter of recommendation

For Candidates in 5-week placements:

Week 1--

Help the student teacher get to know your students, the teachers, and the school
Review the Orientation Guidelines/Checklist
Set up a five-week calendar of teaching responsibilities
Assist the student teacher in setting up observations--one of the cooperating teacher and another of a colleague
Allow the student teacher to assist with planning, preparation of lessons and materials, monitoring of individual and group work.
Determine which classes the student teacher will lead.
Allow the student teacher to teach a lesson you have co-planned (30-60 minutes). Observe this lesson and provide feedback to the student teacher. ·

Week 2--

Work with the student teacher in planning, preparation of lessons and materials, monitoring student work.
Co-teach lessons throughout the day
Allow the student teacher to teach approximately ⅓ of teaching load (more if comfortable)
Observe and provide informal feedback for at least two lessons this week
CT to complete feedback form

For Candidates in 8-week placements:

Week 5 of second placement--

Discuss lesson planning and management techniques
Encourage the student teacher to observe another classroom or two based on areas needing improvement; upon completion, discuss what was discovered and what could be implemented in current practice
Co-teach in classes/subjects the student teacher isn’t leading
Conduct one formal observation
Elementary: Solo teach at least ½ of the day, more if the candidate is prepared
Secondary: Allow the student teacher to teach up to two classes less than a full-time load, if the student teacher is prepared to do so

Week 6 of second placement--

Discuss lesson planning and management techniques
Informally observe and provide actionable feedback
CT to complete feedback form if there are concerns
Solo teaching full time for ten consecutive days

Quick Links

CSB/SJU Student Teaching Handbook

Student Teaching Observations (by Cooperating Teacher/University Supervisor/Director)

This observation/evaluation form should be used to complete observations throughout the placement. Six formal observations of the student teacher are required within the span of student teaching. We ask that you complete 6 for a 16-week placement, 5 in a 12-week placement, 3 in an 8-week placement, and 2 in a 5-week placement. The entire form does not need to be completed for each observation; however, by the end of the placement, each part should be addressed.

Additional Forms:

Cooperating Teacher Information (if not completed in the past three years)

Feedback (weeks 2, as needed--6, 10, & 12)
Cooperating Teacher's Final Evaluation of Student Teacher

Cooperating Teacher's Dispositional Evaluation of Student Teacher