Our children often aren't getting opportunities to practice thinking, work with one another, or engage in problem solving through different types of modalities. As a result, our students are often unmotivated, unfocused and off task. Lessons aren't consistently meeting the motivational and learning needs of the students.
  • What is the nature of the task?

When trying to solve unfamiliar word problems, not all students apply what they're learning in math lessons. Teachers feel frustrated that the students don't use what the teachers have taught. Students don't make connection between the teacher's lessons and the task they are supposed to solve on their own. Teachers may not be checking for comprehension frequently or in a meaningful ways during the lesson.
  • How do teachers know what students know during the lesson you see?
  • What would students know and be able to do from the lesson you see?

Seventy percent of our students in special-education did not pass the state test last year, In particular they did not do well on the open-response questions in both math and English language arts. In many cases, they left those problems blank. We may not be providing these students with enough practice on open-response questions. We may be providing too much assistance so that when they have to tackle these prompts on their own, they do not know where to start.
  • What kinds of tasks are students being asked to do in class?
  • What are the different ways you see students being assigned work in class?

Additional questions:
  • Are kids collaborating and problem solving critically?
  • Are teachers planning activities that allow for collaborating and problem solving around critical thinking skills?