We had our regular Second Friday meeting last week, with Martina Bex as presenter. Martina is awesome. She takes what seems like it could be an interesting idea and crafts it to become a connection device for all lessons. Then she reports on it, as though she weren’t the lead, here!
I have had QAR sessions before, but I must not have been paying attention, or maybe it’s the repetition that is helping. The first thing that I (re?)learned was that the meaning is “Question-Answer Relationship.” (I always thought it was something else that I won’t say here or it will confuse others.) QAR was created to help students with testing, so that they know by the form of the question how to answer it. Wow. QAR can be linked as a support directly to Common Core, to Danielson, and any other number of requirements our schools are heaping on us, but this one actually works, helps engage students better, differentiates for students, and can help us teach better. Talk about Big Bang for the Buck!
As I thought I already knew, there are four levels of questions: Right there, Think and search, Author and Me, and On my own. A big takeaway for me was how to pose the “Author and Me” questions. If they are yes/no questions, we have to add “explain,” or “why?” to the questions as tags. I have missed that step! Martina pointed out that the “On my own” questions are great for finding out more about students. I think that sometimes I’ve glossed over those, feeling that I already do a lot with kids to get to know them.
Another critical step that I’ve missed is to make the practice text with kids very short. I have used longer texts than would fit on a screen with my kids. As Martina demonstrated, it’s very effective to show how much a person can get out of a short text. My poor students!
(Tangent: I was talking about coaching with Laurie this week. She was telling me how she set up the coaching at Skip’s Maine conference to require coaches to give only positive feedback to teachers. When a teacher got to see someone else praised for something that first teacher had not done or needed to have done, it stuck more firmly in the first teacher’s mind, according to the participants. Laurie reported that teachers would have an ah-hah moment and then ask for a re-do to get that right. What I had on Friday was an eighty-minute ah-hah moment.)
Teachers out there who are going to Martina’s upcoming presentations at conferences or workshops in their own districts, you are in for a treat!
Martina followed up by sharing a couple of follow-up activities to extend work on the reading: “Fan N Pick” and “Grab and Go.” Hmm. Another ah-hah for me. I typically move on too quickly after a reading, even though every time I manage to milk something for a long time, I realize how powerful extension activities can be. But these aren’t just any follow-up activities. They require kids to re-read the material, to re-think the questions, and they have a game-like atmosphere.
At the end, we got to learn one last little activity with a Wordle picture, one that Martina evidently has blogged about. I’m going to hike right over there now and read about it.
I did record the session, and at some point will post about fifteen minutes of it. I was participating in the session, and we were moving around a lot, so sometimes the video was pointing at a space with no one in it. We need professionals!
Happy ACTFL week!! EEEK. I’d better call my co-presenter!! See some of you there, I hope.