CHAPTER 9: Challenging Students to Think Critically

"Effective questions tend to come in groups that make the whole greater than the sum of the parts, and questioning is the art of sequencing those in groups. Good questioning builds solid mastery of even complex ideas by uncovering and explicating each component piece of a concept in progression." TLAC page 235

Lemov discusses the five distinct purposes questioning can serve in effective classrooms. Match each purpose with its description below.

  1. To guide students toward understanding when introducing material
  2. To push students to do a greater share of the thinking
  3. To remediate an error
  4. To stretch students
  5. To check for understanding

_ More likely to happen during the “We” or guided practice portion of the lesson, the purpose
is to have students deeply own and acknowledge information that has been presented during
instruction. Then they show mastery by doing the lion’s share of the work.

_ The teacher uses questioning to test for mastery, sampling a strategic array of students to
determine how much of what’s been students have learned.

_ The teacher responds to a wrong answer , which indicates a student’s incomplete mastery of a
concept, by breaking the original concept down into smaller parts and then adding insight
through more questions to build towards mastery of the original concept.

_ The teacher responds to a student who appears to demonstrate knowledge by pushing him or
her to apply the concept at the next higher skill level or in a different setting. This shows the
teacher the reliability of the correct answer.

_ The purpose is to methodically build knowledge and mastery of a preplanned skill or objective
by building gradually on a simpler idea and anticipating the places where students will be

Choose one of the five purposes above and describe an example of its use in your classroom.

CHAPTER 10: How All Teachers Can (and Must) be Reading Teachers

"If you teach, no matter the subject, you have the opportunity and the obligation to ensure that your students read more (and better). This opportunity will result in their being both more informed regarding the topic of your instruction and more effective assimilators and analyzers of information - better readers - in the future. It's a double investment paying both short- and long-term results." TLAC page 249

"Many teachers scorn the idea of allowing a single student to read aloud during class time. "What are the other kids doing?" they ask. In meaningful reading, the answer is that they are also reading - to themselves in step with the student reading aloud. I call the degree to which other students are reading "leverage..." If one student is reading aloud and her classmates are listening passively, there's a leverage factor of 1, signifying a highly inefficient activity. However, if one student is reading aloud and twenty-five students are silently but accountably reading along with her at their desks, you have a leverage factor of twenty-six. Twenty-six people reading makes for a highly efficient and worthwhile the question becomes very quickly, How do you get that leverage?" TLAC pages 255 & 256

What is the typical leverage factor related to students reading in your classroom. Discuss how you can increase student reading opportunities?