Open-Ended Questioning: Hypothetical

During the ILASCD PreK/K Conference, we discussed the use of open-ended questions in our early learning classrooms. Read the Open-Ended Questions: WHY post for the first part of our discussion. The first type of questioning we examined is analytical questioning- see the post on March 16th. The second type of questioning we dug into was reflective- see post on March 23rd.

Reminder: We want to ask students a variety of different types of questions to expand their thinking and vocabulary.

The third type of questioning we dug into was hypothetical questioning…

Example in a unit of study based on animals in the winter…

Open-Ended Questioning: Reflective

During the ILASCD PreK/K Conference, we discussed the use of open-ended questions in our early learning classrooms. Read the Open-Ended Questions: WHY post for the first part of our discussion. The first type of questioning we examined is analytical questioning- see the post of March 16th.

The second type of questioning we dug into was reflective questioning…

Based on a unit of study of animals in the winter, hibernation, and/or using a book such as Bear Snores On by Karma Wilson or Big Smelly Bear by Britta Teckentrup as a provocation, here are some sample reflective questions…

Open Ended Questions: Analytical Questioning

During the ILASCD PreK/K Conference, we discussed the use of open-ended questions in our early learning classrooms. Read the Open-Ended Questions: WHY post for the first part of our discussion. The first type of questioning we examined is analytical questioning…

Based on a unit of study of animals in the winter, hibernation, and/or using a book such as Bear Snores On by Karma Wilson or Big Smelly Bear by Britta Teckentrup as a provocation, here are some sample analytical questions…

Open Ended Questions: WHY

I greatly enjoyed chatting with everyone at the ILASCD conference on March 2nd regarding the use of open-ended questions. We first dug into the why of asking open ended questions…

The above are the most important reasons. However, we can also be validated in our strong belief of using open-ended questions when we examine the research. Starting with our “go-to” source for reliable, research based information: NAECY (National Association for the Education of Young Children)…

Two more sources of information on why to use open-ended questioning are two examples of assessments/evaluations that are often used in early childhood classrooms: ECERS (Early Childhood Education Rating Scale) and CLASS (CLassroom Assessment Scoring System by Teachstone)…

Another source of information to validate the importance of open-ended questioning is the Danielson Framework for Teaching…

Although there are many, many other sources of information of validation for open-ended questioning, the last one we are going to examine here is Pyramid Model…

On the next blog post, we will dig into four different types of questioning to help us dig into children’s creative and critical thinking through multiple directions.

Digger Deeper into Loose Parts Part 1

WOW- what an amazing conference! I am at the ILASCD PreK/K Conference and have so far met people from 6 different states. The news is definitely spreading that this is an absolutely fabulous conference and teachers fly in to attend it!!Thank you so much to all of the participants in my morning session on Loose Parts who provided me with such positive, specific feedback. A huge shout out to an awesome teacher on our PreK team who presented with me.As I promised in my last post, we will dig deeper into multiple ways to use loose parts.First idea: Build the Identity of Students using Loose Parts

Children create an image of themselves using loose parts. This process should take at least a week or two. It is an in-depth process of looking at themselves in a mirror and looking at each other. They are making many decisions about what is unique and special about themselves and how they can use the loose parts to reflect that uniqueness. Students can draw multiple images of their faces prior to choosing the loose parts and can set them aside prior to gluing to the pieces to reflect if those pieces truly reflect what they want to portray. The identity faces are hung in one location with a conversation about how the unique qualities of each student add to our classroom community and we are displayed together since we are a classroom family. A photo of the student and their name should be proudly displayed next to their portrait.