Assignment Prompt & Instructions
I need help with homework
– ## QuestioningStrategiesforaVarietyofPurposesweek2assignment.docx
– ## RubricandRequiredReferencesforweek2assignment.docx
**## QuestioningStrategiesforaVarietyofPurposesweek2assignment.docx**
_Questioning Strategies for a Variety of Purposes_ is our topic of discussion this week. You will examine digital tools that support students’ development of higher-order questioning skills, stimulate debate, and promote inquiry and critical thinking. You will create a variety of questions that activate prior knowledge, encourage local and global exploration, develop higher-order questioning skills, and promote problem-solving.
You should make sure that you are utilizing the resources that are outlined within this course.
To engage students in instruction that integrates social studies and the arts, teachers need to use a variety of questioning strategies. Questioning engages students’ depth of knowledge and promotes problem-solving and higher-order thinking.
You have been asked to present a professional development on the use of questioning strategies. Examine questioning strategies that develop higher-order skills, stimulate discussion, and promote inquiry and critical thinking appropriate for the chosen grade level in the Topic 1 assignment.
**Part 1: GoReact Presentation**
Create a 10-12 slide digital presentation for the staff in which you outline the use of questioning strategies, assessments, and digital tools, and provide examples of probing questions related to the Topic 1 activity. Once the presentation is created, choose a screencast software to present the information. You will narrate your presentation through GoReact by using the screen share function. You must have your camera on during the narrated presentation.
Your presentation should include:
· A brief description of each depth of knowledge level (recall, skills/concepts, strategic thinking, extended thinking) with an explanation of the types of questions asked at each level.
· A variety of five probing questions for each level that can be used as pre-assessment, formative, and/or summative assessment questions during the activity developed in Topic 1. Remember, these questions should activate prior knowledge, encourage local and global exploration, develop high-order questioning skills, and/or promote problem-solving.
· At least one strategy for implementing these questions in a formative assessment during the learning activity developed in Topic 1, and one summative assessment strategy that measures student learning after the activity. Include the questions that will be used for each and a brief justification of why they were chosen.
· At least two digital tools with a justification of how they support students in developing their own high-order questioning skills, stimulate discussion, and promote inquiry and critical thinking.
You can access this assignment in two ways: through the calendar view or the Topic content. To begin working, click the 'Open Assignment' button.
Remember, video and audio quality are essential and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
**Part 2: Reflection**
Once you post your narrated presentation, you will see it on the GoReact dashboard. Enter the playback screen by clicking the thumbnail. Watch the video and make at least
**_two specific comments_** by bookmarking and making a comment explaining where you see the following:
· Biggest strength of your presentation and delivery
· A place where you could improve your presentation and delivery to help you grow as a future educator
Support the presentation with 2-3 scholarly resources.
Presenter’s notes are required for each content slide. Presentation must include a title slide at the beginning and a reference slide with documentation of resources at the end. The title slide and reference slide do not count in the total number of slides.
**_Note:_** _The digital presentation may be added as an artifact to the teacher toolkit you created in ELM-555._
Show professionalism in your speech and appearance.
Remember, video and audio quality are essential and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Use an online video platform such as Loom or Vimeo to upload your completed video. Ensure that others can access and view your linked video before submitting the assignment.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric in GoReact. Review the rubric in GoReact before beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
**## RubricandRequiredReferencesforweek2assignment.docx**
ELM-550 Topic 2 Rubric: Questioning Strategies
0 / 9
**Description of DoK Level**
No Submission
Not addressed.
Insufficient
Flawed descriptions of each depth of knowledge level are included, and the explanation of the types of questions asked at each level is missing or incorrect.
Approaching
An unfocused description of each depth of knowledge level is included, and the explanation of the types of questions asked at each level is underdeveloped.
Acceptable
An accurate description of each depth of knowledge level is provided, along with a logical and concise explanation of the types of questions asked at each level.
Target
A comprehensive description of each depth of knowledge level is included, along with an extensive and insightful explanation of the types of questions asked at each level.
0 / 12
**Five Probing Questions**
No Submission
Not addressed.
Insufficient
Poorly created probing questions for each level are included. Questions do not activate prior knowledge, encourage exploration, develop high-order questioning skills, and/or promote problem-solving.
Approaching
Probing questions for each level are unclear. Questions somewhat activate prior knowledge, encourage exploration, develop higher-order questioning skills, and/or promote problem-solving.
Acceptable
Probing questions for each level are clear. Questions effectively activate prior knowledge, encourage exploration, develop higher-order questioning skills, and/or promote problem-solving.
Target
Probing questions for each level are extensive and ideal. Innovative questions are included to activate prior knowledge, encourage exploration, develop higher-order questioning skills, and promote problem-solving.
0 / 12
**Formative and Summative Assessment**
No Submission
Not addressed.
Insufficient
The strategy for implementing questions in a formative assessment is unrealistic, and/or the summative assessment strategy is inadequate for measuring student learning after the activity has taken place. Fails to include the questions to be used or a justification for why they were chosen.
Approaching
The strategy for implementing questions in a formative assessment is vague, and the summative assessment strategy is weak for measuring student learning after the activity. The questions to be used, along with a brief justification for their choice, lack detail.
Acceptable
The strategy for implementing questions in a formative assessment is suitable, and the summative assessment strategy is reasonable for measuring student learning after the activity. Questions to be used, along with a brief justification for their selection, are soundly included.
Target
The strategy for implementing questions in a formative assessment is purposeful, and the summative assessment strategy is ideal for measuring student learning after the activity has taken place. The questions to be used, along with a brief justification for their choice, are innovative and insightful.
0 / 9
**Digital Tools**
No Submission
Not addressed.
Insufficient
Fewer than two digital tools are included, or they provide poor justification for how these tools support students in developing higher-order questioning skills, stimulating discussion, and promoting inquiry and critical thinking.
Approaching
At least two digital tools are vaguely included with minimal justification of how the tools support students in developing higher-order questioning skills, stimulate discussion, and promote inquiry and critical thinking.
Acceptable
At least two digital tools are adequately included, with logical justification of how these tools support students in developing high-order questioning skills, stimulate discussion, and promote inquiry and critical thinking.
Target
Two or more digital tools are expertly included with insightful justification of how tools support students in developing high-order questioning skills, stimulate discussion, and promote inquiry and critical thinking.
0 / 3
**Reflection: Strength**
No Submission
Not addressed.
Insufficient
A vague explanation of the most significant strength is provided.
Approaching
A basic explanation of the most significant strength is provided.
Acceptable
A clear explanation of the most significant strength is provided.
Target
An insightful and meaningful explanation of the most significant strength is provided. The comment is appropriately bookmarked in the correct place where the strength occurred.
0 / 3
**Reflection: Growth**
No Submission
Not addressed.
Insufficient
An unfocused explanation of where the presentation and delivery could be improved to help growth as a future educator is provided.
Approaching
A basic explanation of where the presentation and delivery could be improved to help growth as a future educator is provided.
Acceptable
A clear explanation of where the presentation and delivery could be improved to help growth as a future educator is provided.
Target
A place where the presentation and delivery could be improved to support growth as a future educator is insightfully and thoroughly provided. The comment is appropriately bookmarked in the correct place where the development occurred.
0 / 3
**Professionalism**
No Submission
Not addressed.
Insufficient
The appearance or manner within the video is unprofessional, or the video is taken in a distracting environment or background.
Approaching
The appearance or manner within the video lacks some degree of professionalism, or the footage includes distractions in the environment or background.
Acceptable
The appearance and mannerisms exhibit adequate professionalism within the video. The video is taken within an environment relatively free of distraction.
Target
The appearance and mannerisms exhibit appropriate professionalism within the video. The video is taken within an environment totally free of distraction.
0 / 3
**Layout**
No Submission
Not addressed.
Insufficient
The layout is cluttered, confusing, and lacks effective use of spacing, headings, and subheadings to enhance readability. The text is complex to read due to its long blocks of text, small font size, and inappropriate color contrasts. Poor use of headings, subheadings, indentations, or bold formatting is evident.
Approaching
The layout shows some structure but appears cluttered and busy, or distracting due to significant gaps in white space or an unappealing background. Lengthy paragraphs, multiple fonts, a dark or busy background, excessive bolding, or inadequate text indentations hinder overall readability.
Acceptable
The layout, background, and text complement each other, enabling the content to be easily read. The fonts are easy to read, and the point size varies appropriately for headings and text.
Target
The layout is visually pleasing and effectively contributes to the overall message through the appropriate use of headings, subheadings, and white space. The text is appropriately concise for the target audience and to the point. The background and colors enhance the readability of the text.
0 / 3
**Supporting Research and Documentation of Sources**
Uses appropriate designated style and formatting to document sources in citations and references.
No Submission
Not addressed.
Insufficient
Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to the assignment and style, with numerous formatting errors.
Approaching
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to the assignment and style, although several minor formatting errors are present.
Acceptable
Supporting research is credible and relevant. Sources are documented, as appropriate to the assignment and style, and format is mostly correct.
Target
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to the assignment and style, and format is free of error.
0 / 3
**Mechanics of Writing**
**Webb’s Depth of Knowledge**
**Required**
**Read “Webb’s Depth of Knowledge,” by Marshall, from**
**_Rise to the Challenge: Designing Rigorous Learning That Maximiz_**
**… Read More**
**https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=5829696&ppg=78**
****Lights, Camera, Student Voice: Using Technology to Address and Explore Economics Within the C3 Framework****
****Required****
****Read “Lights, Camera, Student Voice: Using Technology to Address and Explore Economics Within the C3 Framework,” by Carr and****
****… Read More****
****https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1251424&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost****
****Bloom’s Taxonomy****
****Required****
****View the “Bloom’s Taxonomy” interactive media element.****
****https://lc.gcumedia.com/are337/blooms-taxonomy/v2.1/****
****Understanding Depth of Knowledge****
****Required****
****Review "Understanding Depth of Knowledge," by Klint, located on the Renaissance website (2021).****
****https://www.renaissance.com/20****
****Social Studies in Elementary Education****
****Required****
****Beck, T & Parker, W. (2022)****
****_Social studies in elementary education_. (16th ed.). Pearson. ISBN-13: 9780135762035****
**## RubricandRequiredReferencesforweek2assignment.docx**
ELM-550 Topic 2 Rubric: Questioning Strategies
0 / 9
**Description of DoK Level**
No Submission
Not addressed.
Insufficient
Flawed descriptions of each depth of knowledge level are included, and the explanation of the types of questions asked at each level is missing or incorrect.
Approaching
An unfocused description of each depth of knowledge level is included, and the explanation of the types of questions asked at each level is underdeveloped.
Acceptable
An accurate description of each depth of knowledge level is provided, along with a logical and concise explanation of the types of questions asked at each level.
Target
A comprehensive description of each depth of knowledge level is included, along with an extensive and insightful explanation of the types of questions asked at each level.
0 / 12
**Five Probing Questions**
No Submission
Not addressed.
Insufficient
Poorly created probing questions for each level are included. Questions do not activate prior knowledge, encourage exploration, develop high-order questioning skills, and/or promote problem-solving.
Approaching
Probing questions for each level are unclear. Questions somewhat activate prior knowledge, encourage exploration, develop higher-order questioning skills, and/or promote problem-solving.
Acceptable
Probing questions for each level are clear. Questions effectively activate prior knowledge, encourage exploration, develop higher-order questioning skills, and/or promote problem-solving.
Target
Probing questions for each level are extensive and ideal. Innovative questions are included to activate prior knowledge, encourage exploration, develop higher-order questioning skills, and promote problem-solving.
0 / 12
**Formative and Summative Assessment**
No Submission
Not addressed.
Insufficient
The strategy for implementing questions in a formative assessment is unrealistic, and/or the summative assessment strategy is inadequate for measuring student learning after the activity has taken place. Fails to include the questions to be used or a justification for why they were chosen.
Approaching
The strategy for implementing questions in a formative assessment is vague, and the summative assessment strategy is weak for measuring student learning after the activity. The questions to be used, along with a brief justification for their choice, lack detail.
Acceptable
The strategy for implementing questions in a formative assessment is suitable, and the summative assessment strategy is reasonable for measuring student learning after the activity. Questions to be used, along with a brief justification for their selection, are soundly included.
Target
The strategy for implementing questions in a formative assessment is purposeful, and the summative assessment strategy is ideal for measuring student learning after the activity has taken place. The questions to be used, along with a brief justification for their choice, are innovative and insightful.
0 / 9
**Digital Tools**
No Submission
Not addressed.
Insufficient
Fewer than two digital tools are included, or they provide poor justification for how these tools support students in developing higher-order questioning skills, stimulating discussion, and promoting inquiry and critical thinking.
Approaching
At least two digital tools are vaguely included with minimal justification of how the tools support students in developing higher-order questioning skills, stimulate discussion, and promote inquiry and critical thinking.
Acceptable
At least two digital tools are adequately included, with logical justification of how these tools support students in developing high-order questioning skills, stimulate discussion, and promote inquiry and critical thinking.
Target
Two or more digital tools are expertly included with insightful justification of how tools support students in developing high-order questioning skills, stimulate discussion, and promote inquiry and critical thinking.
0 / 3
**Reflection: Strength**
No Submission
Not addressed.
Insufficient
A vague explanation of the most significant strength is provided.
Approaching
A basic explanation of the most significant strength is provided.
Acceptable
A clear explanation of the most significant strength is provided.
Target
An insightful and meaningful explanation of the most significant strength is provided. The comment is appropriately bookmarked in the correct place where the strength occurred.
0 / 3
**Reflection: Growth**
No Submission
Not addressed.
Insufficient
An unfocused explanation of where the presentation and delivery could be improved to help growth as a future educator is provided.
Approaching
A basic explanation of where the presentation and delivery could be improved to help growth as a future educator is provided.
Acceptable
A clear explanation of where the presentation and delivery could be improved to help growth as a future educator is provided.
Target
A place where the presentation and delivery could be improved to support growth as a future educator is insightfully and thoroughly provided. The comment is appropriately bookmarked in the correct place where the development occurred.
0 / 3
**Professionalism**
No Submission
Not addressed.
Insufficient
The appearance or manner within the video is unprofessional, or the video is taken in a distracting environment or background.
Approaching
The appearance or manner within the video lacks some degree of professionalism, or the footage includes distractions in the environment or background.
Acceptable
The appearance and mannerisms exhibit adequate professionalism within the video. The video is taken within an environment relatively free of distraction.
Target
The appearance and mannerisms exhibit appropriate professionalism within the video. The video is taken within an environment totally free of distraction.
0 / 3
**Layout**
No Submission
Not addressed.
Insufficient
The layout is cluttered, confusing, and lacks effective use of spacing, headings, and subheadings to enhance readability. The text is complex to read due to its long blocks of text, small font size, and inappropriate color contrasts. Poor use of headings, subheadings, indentations, or bold formatting is evident.
Approaching
The layout shows some structure but appears cluttered and busy, or distracting due to significant gaps in white space or an unappealing background. Lengthy paragraphs, multiple fonts, a dark or busy background, excessive bolding, or inadequate text indentations hinder overall readability.
Acceptable
The layout, background, and text complement each other, enabling the content to be easily read. The fonts are easy to read, and the point size varies appropriately for headings and text.
Target
The layout is visually pleasing and effectively contributes to the overall message through the appropriate use of headings, subheadings, and white space. The text is appropriately concise for the target audience and to the point. The background and colors enhance the readability of the text.
0 / 3
**Supporting Research and Documentation of Sources**
Uses appropriate designated style and formatting to document sources in citations and references.
No Submission
Not addressed.
Insufficient
Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to the assignment and style, with numerous formatting errors.
Approaching
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to the assignment and style, although several minor formatting errors are present.
Acceptable
Supporting research is credible and relevant. Sources are documented, as appropriate to the assignment and style, and format is mostly correct.
Target
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to the assignment and style, and format is free of error.
0 / 3
**Mechanics of Writing**
**Webb’s Depth of Knowledge**
**Required**
**Read “Webb’s Depth of Knowledge,” by Marshall, from**
**_Rise to the Challenge: Designing Rigorous Learning That Maximiz_**
**… Read More**
**https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=5829696&ppg=78**
****Lights, Camera, Student Voice: Using Technology to Address and Explore Economics Within the C3 Framework****
****Required****
****Read “Lights, Camera, Student Voice: Using Technology to Address and Explore Economics Within the C3 Framework,” by Carr and****
****… Read More****
****https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1251424&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost****
****Bloom’s Taxonomy****
****Required****
****View the “Bloom’s Taxonomy” interactive media element.****
****https://lc.gcumedia.com/are337/blooms-taxonomy/v2.1/****
****Understanding Depth of Knowledge****
****Required****
****Review "Understanding Depth of Knowledge," by Klint, located on the Renaissance website (2021).****
****https://www.renaissance.com/20****
****Social Studies in Elementary Education****
****Required****
****Beck, T & Parker, W. (2022)****
****_Social studies in elementary education_. (16th ed.). Pearson. ISBN-13: 9780135762035****
**## QuestioningStrategiesforaVarietyofPurposesweek2assignment.docx**
_Questioning Strategies for a Variety of Purposes_ is our topic of discussion this week. You will examine digital tools that support students’ development of higher-order questioning skills, stimulate debate, and promote inquiry and critical thinking. You will create a variety of questions that activate prior knowledge, encourage local and global exploration, develop higher-order questioning skills, and promote problem-solving.
You should make sure that you are utilizing the resources that are outlined within this course.
To engage students in instruction that integrates social studies and the arts, teachers need to use a variety of questioning strategies. Questioning engages students’ depth of knowledge and promotes problem-solving and higher-order thinking.
You have been asked to present a professional development on the use of questioning strategies. Examine questioning strategies that develop higher-order skills, stimulate discussion, and promote inquiry and critical thinking appropriate for the chosen grade level in the Topic 1 assignment.
**Part 1: GoReact Presentation**
Create a 10-12 slide digital presentation for the staff in which you outline the use of questioning strategies, assessments, and digital tools, and provide examples of probing questions related to the Topic 1 activity. Once the presentation is created, choose a screencast software to present the information. You will narrate your presentation through GoReact by using the screen share function. You must have your camera on during the narrated presentation.
Your presentation should include:
· A brief description of each depth of knowledge level (recall, skills/concepts, strategic thinking, extended thinking) with an explanation of the types of questions asked at each level.
· A variety of five probing questions for each level that can be used as pre-assessment, formative, and/or summative assessment questions during the activity developed in Topic 1. Remember, these questions should activate prior knowledge, encourage local and global exploration, develop high-order questioning skills, and/or promote problem-solving.
· At least one strategy for implementing these questions in a formative assessment during the learning activity developed in Topic 1, and one summative assessment strategy that measures student learning after the activity. Include the questions that will be used for each and a brief justification of why they were chosen.
· At least two digital tools with a justification of how they support students in developing their own high-order questioning skills, stimulate discussion, and promote inquiry and critical thinking.
You can access this assignment in two ways: through the calendar view or the Topic content. To begin working, click the 'Open Assignment' button.
Remember, video and audio quality are essential and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
**Part 2: Reflection**
Once you post your narrated presentation, you will see it on the GoReact dashboard. Enter the playback screen by clicking the thumbnail. Watch the video and make at least
**_two specific comments_** by bookmarking and making a comment explaining where you see the following:
· Biggest strength of your presentation and delivery
· A place where you could improve your presentation and delivery to help you grow as a future educator
Support the presentation with 2-3 scholarly resources.
Presenter’s notes are required for each content slide. Presentation must include a title slide at the beginning and a reference slide with documentation of resources at the end. The title slide and reference slide do not count in the total number of slides.
**_Note:_** _The digital presentation may be added as an artifact to the teacher toolkit you created in ELM-555._
Show professionalism in your speech and appearance.
Remember, video and audio quality are essential and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Use an online video platform such as Loom or Vimeo to upload your completed video. Ensure that others can access and view your linked video before submitting the assignment.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric in GoReact. Review the rubric in GoReact before beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
**## RubricandRequiredReferencesforweek2assignment.docx**
ELM-550 Topic 2 Rubric: Questioning Strategies
0 / 9
**Description of DoK Level**
No Submission
Not addressed.
Insufficient
Flawed descriptions of each depth of knowledge level are included, and the explanation of the types of questions asked at each level is missing or incorrect.
Approaching
An unfocused description of each depth of knowledge level is included, and the explanation of the types of questions asked at each level is underdeveloped.
Acceptable
An accurate description of each depth of knowledge level is provided, along with a logical and concise explanation of the types of questions asked at each level.
Target
A comprehensive description of each depth of knowledge level is included, along with an extensive and insightful explanation of the types of questions asked at each level.
0 / 12
**Five Probing Questions**
No Submission
Not addressed.
Insufficient
Poorly created probing questions for each level are included. Questions do not activate prior knowledge, encourage exploration, develop high-order questioning skills, and/or promote problem-solving.
Approaching
Probing questions for each level are unclear. Questions somewhat activate prior knowledge, encourage exploration, develop higher-order questioning skills, and/or promote problem-solving.
Acceptable
Probing questions for each level are clear. Questions effectively activate prior knowledge, encourage exploration, develop higher-order questioning skills, and/or promote problem-solving.
Target
Probing questions for each level are extensive and ideal. Innovative questions are included to activate prior knowledge, encourage exploration, develop higher-order questioning skills, and promote problem-solving.
0 / 12
**Formative and Summative Assessment**
No Submission
Not addressed.
Insufficient
The strategy for implementing questions in a formative assessment is unrealistic, and/or the summative assessment strategy is inadequate for measuring student learning after the activity has taken place. Fails to include the questions to be used or a justification for why they were chosen.
Approaching
The strategy for implementing questions in a formative assessment is vague, and the summative assessment strategy is weak for measuring student learning after the activity. The questions to be used, along with a brief justification for their choice, lack detail.
Acceptable
The strategy for implementing questions in a formative assessment is suitable, and the summative assessment strategy is reasonable for measuring student learning after the activity. Questions to be used, along with a brief justification for their selection, are soundly included.
Target
The strategy for implementing questions in a formative assessment is purposeful, and the summative assessment strategy is ideal for measuring student learning after the activity has taken place. The questions to be used, along with a brief justification for their choice, are innovative and insightful.
0 / 9
**Digital Tools**
No Submission
Not addressed.
Insufficient
Fewer than two digital tools are included, or they provide poor justification for how these tools support students in developing higher-order questioning skills, stimulating discussion, and promoting inquiry and critical thinking.
Approaching
At least two digital tools are vaguely included with minimal justification of how the tools support students in developing higher-order questioning skills, stimulate discussion, and promote inquiry and critical thinking.
Acceptable
At least two digital tools are adequately included, with logical justification of how these tools support students in developing high-order questioning skills, stimulate discussion, and promote inquiry and critical thinking.
Target
Two or more digital tools are expertly included with insightful justification of how tools support students in developing high-order questioning skills, stimulate discussion, and promote inquiry and critical thinking.
0 / 3
**Reflection: Strength**
No Submission
Not addressed.
Insufficient
A vague explanation of the most significant strength is provided.
Approaching
A basic explanation of the most significant strength is provided.
Acceptable
A clear explanation of the most significant strength is provided.
Target
An insightful and meaningful explanation of the most significant strength is provided. The comment is appropriately bookmarked in the correct place where the strength occurred.
0 / 3
**Reflection: Growth**
No Submission
Not addressed.
Insufficient
An unfocused explanation of where the presentation and delivery could be improved to help growth as a future educator is provided.
Approaching
A basic explanation of where the presentation and delivery could be improved to help growth as a future educator is provided.
Acceptable
A clear explanation of where the presentation and delivery could be improved to help growth as a future educator is provided.
Target
A place where the presentation and delivery could be improved to support growth as a future educator is insightfully and thoroughly provided. The comment is appropriately bookmarked in the correct place where the development occurred.
0 / 3
**Professionalism**
No Submission
Not addressed.
Insufficient
The appearance or manner within the video is unprofessional, or the video is taken in a distracting environment or background.
Approaching
The appearance or manner within the video lacks some degree of professionalism, or the footage includes distractions in the environment or background.
Acceptable
The appearance and mannerisms exhibit adequate professionalism within the video. The video is taken within an environment relatively free of distraction.
Target
The appearance and mannerisms exhibit appropriate professionalism within the video. The video is taken within an environment totally free of distraction.
0 / 3
**Layout**
No Submission
Not addressed.
Insufficient
The layout is cluttered, confusing, and lacks effective use of spacing, headings, and subheadings to enhance readability. The text is complex to read due to its long blocks of text, small font size, and inappropriate color contrasts. Poor use of headings, subheadings, indentations, or bold formatting is evident.
Approaching
The layout shows some structure but appears cluttered and busy, or distracting due to significant gaps in white space or an unappealing background. Lengthy paragraphs, multiple fonts, a dark or busy background, excessive bolding, or inadequate text indentations hinder overall readability.
Acceptable
The layout, background, and text complement each other, enabling the content to be easily read. The fonts are easy to read, and the point size varies appropriately for headings and text.
Target
The layout is visually pleasing and effectively contributes to the overall message through the appropriate use of headings, subheadings, and white space. The text is appropriately concise for the target audience and to the point. The background and colors enhance the readability of the text.
0 / 3
**Supporting Research and Documentation of Sources**
Uses appropriate designated style and formatting to document sources in citations and references.
No Submission
Not addressed.
Insufficient
Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to the assignment and style, with numerous formatting errors.
Approaching
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to the assignment and style, although several minor formatting errors are present.
Acceptable
Supporting research is credible and relevant. Sources are documented, as appropriate to the assignment and style, and format is mostly correct.
Target
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to the assignment and style, and format is free of error.
0 / 3
**Mechanics of Writing**
**Webb’s Depth of Knowledge**
**Required**
**Read “Webb’s Depth of Knowledge,” by Marshall, from**
**_Rise to the Challenge: Designing Rigorous Learning That Maximiz_**
**… Read More**
**https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=5829696&ppg=78**
****Lights, Camera, Student Voice: Using Technology to Address and Explore Economics Within the C3 Framework****
****Required****
****Read “Lights, Camera, Student Voice: Using Technology to Address and Explore Economics Within the C3 Framework,” by Carr and****
****… Read More****
****https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1251424&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost****
****Bloom’s Taxonomy****
****Required****
****View the “Bloom’s Taxonomy” interactive media element.****
****https://lc.gcumedia.com/are337/blooms-taxonomy/v2.1/****
****Understanding Depth of Knowledge****
****Required****
****Review "Understanding Depth of Knowledge," by Klint, located on the Renaissance website (2021).****
****https://www.renaissance.com/20****
****Social Studies in Elementary Education****
****Required****
****Beck, T & Parker, W. (2022)****
****_Social studies in elementary education_. (16th ed.). Pearson. ISBN-13: 9780135762035****
**## QuestioningStrategiesforaVarietyofPurposesweek2assignment.docx**
_Questioning Strategies for a Variety of Purposes_ is our topic of discussion this week. You will examine digital tools that support students’ development of higher-order questioning skills, stimulate debate, and promote inquiry and critical thinking. You will create a variety of questions that activate prior knowledge, encourage local and global exploration, develop higher-order questioning skills, and promote problem-solving.
You should make sure that you are utilizing the resources that are outlined within this course.
To engage students in instruction that integrates social studies and the arts, teachers need to use a variety of questioning strategies. Questioning engages students’ depth of knowledge and promotes problem-solving and higher-order thinking.
You have been asked to present a professional development on the use of questioning strategies. Examine questioning strategies that develop higher-order skills, stimulate discussion, and promote inquiry and critical thinking appropriate for the chosen grade level in the Topic 1 assignment.
**Part 1: GoReact Presentation**
Create a 10-12 slide digital presentation for the staff in which you outline the use of questioning strategies, assessments, and digital tools, and provide examples of probing questions related to the Topic 1 activity. Once the presentation is created, choose a screencast software to present the information. You will narrate your presentation through GoReact by using the screen share function. You must have your camera on during the narrated presentation.
Your presentation should include:
· A brief description of each depth of knowledge level (recall, skills/concepts, strategic thinking, extended thinking) with an explanation of the types of questions asked at each level.
· A variety of five probing questions for each level that can be used as pre-assessment, formative, and/or summative assessment questions during the activity developed in Topic 1. Remember, these questions should activate prior knowledge, encourage local and global exploration, develop high-order questioning skills, and/or promote problem-solving.
· At least one strategy for implementing these questions in a formative assessment during the learning activity developed in Topic 1, and one summative assessment strategy that measures student learning after the activity. Include the questions that will be used for each and a brief justification of why they were chosen.
· At least two digital tools with a justification of how they support students in developing their own high-order questioning skills, stimulate discussion, and promote inquiry and critical thinking.
You can access this assignment in two ways: through the calendar view or the Topic content. To begin working, click the 'Open Assignment' button.
Remember, video and audio quality are essential and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
**Part 2: Reflection**
Once you post your narrated presentation, you will see it on the GoReact dashboard. Enter the playback screen by clicking the thumbnail. Watch the video and make at least
**_two specific comments_** by bookmarking and making a comment explaining where you see the following:
· Biggest strength of your presentation and delivery
· A place where you could improve your presentation and delivery to help you grow as a future educator
Support the presentation with 2-3 scholarly resources.
Presenter’s notes are required for each content slide. Presentation must include a title slide at the beginning and a reference slide with documentation of resources at the end. The title slide and reference slide do not count in the total number of slides.
**_Note:_** _The digital presentation may be added as an artifact to the teacher toolkit you created in ELM-555._
Show professionalism in your speech and appearance.
Remember, video and audio quality are essential and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Use an online video platform such as Loom or Vimeo to upload your completed video. Ensure that others can access and view your linked video before submitting the assignment.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric in GoReact. Review the rubric in GoReact before beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
**## RubricandRequiredReferencesforweek2assignment.docx**
ELM-550 Topic 2 Rubric: Questioning Strategies
0 / 9
**Description of DoK Level**
No Submission
Not addressed.
Insufficient
Flawed descriptions of each depth of knowledge level are included, and the explanation of the types of questions asked at each level is missing or incorrect.
Approaching
An unfocused description of each depth of knowledge level is included, and the explanation of the types of questions asked at each level is underdeveloped.
Acceptable
An accurate description of each depth of knowledge level is provided, along with a logical and concise explanation of the types of questions asked at each level.
Target
A comprehensive description of each depth of knowledge level is included, along with an extensive and insightful explanation of the types of questions asked at each level.
0 / 12
**Five Probing Questions**
No Submission
Not addressed.
Insufficient
Poorly created probing questions for each level are included. Questions do not activate prior knowledge, encourage exploration, develop high-order questioning skills, and/or promote problem-solving.
Approaching
Probing questions for each level are unclear. Questions somewhat activate prior knowledge, encourage exploration, develop higher-order questioning skills, and/or promote problem-solving.
Acceptable
Probing questions for each level are clear. Questions effectively activate prior knowledge, encourage exploration, develop higher-order questioning skills, and/or promote problem-solving.
Target
Probing questions for each level are extensive and ideal. Innovative questions are included to activate prior knowledge, encourage exploration, develop higher-order questioning skills, and promote problem-solving.
0 / 12
**Formative and Summative Assessment**
No Submission
Not addressed.
Insufficient
The strategy for implementing questions in a formative assessment is unrealistic, and/or the summative assessment strategy is inadequate for measuring student learning after the activity has taken place. Fails to include the questions to be used or a justification for why they were chosen.
Approaching
The strategy for implementing questions in a formative assessment is vague, and the summative assessment strategy is weak for measuring student learning after the activity. The questions to be used, along with a brief justification for their choice, lack detail.
Acceptable
The strategy for implementing questions in a formative assessment is suitable, and the summative assessment strategy is reasonable for measuring student learning after the activity. Questions to be used, along with a brief justification for their selection, are soundly included.
Target
The strategy for implementing questions in a formative assessment is purposeful, and the summative assessment strategy is ideal for measuring student learning after the activity has taken place. The questions to be used, along with a brief justification for their choice, are innovative and insightful.
0 / 9
**Digital Tools**
No Submission
Not addressed.
Insufficient
Fewer than two digital tools are included, or they provide poor justification for how these tools support students in developing higher-order questioning skills, stimulating discussion, and promoting inquiry and critical thinking.
Approaching
At least two digital tools are vaguely included with minimal justification of how the tools support students in developing higher-order questioning skills, stimulate discussion, and promote inquiry and critical thinking.
Acceptable
At least two digital tools are adequately included, with logical justification of how these tools support students in developing high-order questioning skills, stimulate discussion, and promote inquiry and critical thinking.
Target
Two or more digital tools are expertly included with insightful justification of how tools support students in developing high-order questioning skills, stimulate discussion, and promote inquiry and critical thinking.
0 / 3
**Reflection: Strength**
No Submission
Not addressed.
Insufficient
A vague explanation of the most significant strength is provided.
Approaching
A basic explanation of the most significant strength is provided.
Acceptable
A clear explanation of the most significant strength is provided.
Target
An insightful and meaningful explanation of the most significant strength is provided. The comment is appropriately bookmarked in the correct place where the strength occurred.
0 / 3
**Reflection: Growth**
No Submission
Not addressed.
Insufficient
An unfocused explanation of where the presentation and delivery could be improved to help growth as a future educator is provided.
Approaching
A basic explanation of where the presentation and delivery could be improved to help growth as a future educator is provided.
Acceptable
A clear explanation of where the presentation and delivery could be improved to help growth as a future educator is provided.
Target
A place where the presentation and delivery could be improved to support growth as a future educator is insightfully and thoroughly provided. The comment is appropriately bookmarked in the correct place where the development occurred.
0 / 3
**Professionalism**
No Submission
Not addressed.
Insufficient
The appearance or manner within the video is unprofessional, or the video is taken in a distracting environment or background.
Approaching
The appearance or manner within the video lacks some degree of professionalism, or the footage includes distractions in the environment or background.
Acceptable
The appearance and mannerisms exhibit adequate professionalism within the video. The video is taken within an environment relatively free of distraction.
Target
The appearance and mannerisms exhibit appropriate professionalism within the video. The video is taken within an environment totally free of distraction.
0 / 3
**Layout**
No Submission
Not addressed.
Insufficient
The layout is cluttered, confusing, and lacks effective use of spacing, headings, and subheadings to enhance readability. The text is complex to read due to its long blocks of text, small font size, and inappropriate color contrasts. Poor use of headings, subheadings, indentations, or bold formatting is evident.
Approaching
The layout shows some structure but appears cluttered and busy, or distracting due to significant gaps in white space or an unappealing background. Lengthy paragraphs, multiple fonts, a dark or busy background, excessive bolding, or inadequate text indentations hinder overall readability.
Acceptable
The layout, background, and text complement each other, enabling the content to be easily read. The fonts are easy to read, and the point size varies appropriately for headings and text.
Target
The layout is visually pleasing and effectively contributes to the overall message through the appropriate use of headings, subheadings, and white space. The text is appropriately concise for the target audience and to the point. The background and colors enhance the readability of the text.
0 / 3
**Supporting Research and Documentation of Sources**
Uses appropriate designated style and formatting to document sources in citations and references.
No Submission
Not addressed.
Insufficient
Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to the assignment and style, with numerous formatting errors.
Approaching
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to the assignment and style, although several minor formatting errors are present.
Acceptable
Supporting research is credible and relevant. Sources are documented, as appropriate to the assignment and style, and format is mostly correct.
Target
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to the assignment and style, and format is free of error.
0 / 3
**Mechanics of Writing**
**Webb’s Depth of Knowledge**
**Required**
**Read “Webb’s Depth of Knowledge,” by Marshall, from**
**_Rise to the Challenge: Designing Rigorous Learning That Maximiz_**
**… Read More**
**https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=5829696&ppg=78**
****Lights, Camera, Student Voice: Using Technology to Address and Explore Economics Within the C3 Framework****
****Required****
****Read “Lights, Camera, Student Voice: Using Technology to Address and Explore Economics Within the C3 Framework,” by Carr and****
****… Read More****
****https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1251424&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost****
****Bloom’s Taxonomy****
****Required****
****View the “Bloom’s Taxonomy” interactive media element.****
****https://lc.gcumedia.com/are337/blooms-taxonomy/v2.1/****
****Understanding Depth of Knowledge****
****Required****
****Review "Understanding Depth of Knowledge," by Klint, located on the Renaissance website (2021).****
****https://www.renaissance.com/20****
****Social Studies in Elementary Education****
****Required****
****Beck, T & Parker, W. (2022)****
****_Social studies in elementary education_. (16th ed.). Pearson. ISBN-13: 9780135762035****
– 1
– 2