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. What would you like to do?
Consciousness: invite meta-cognition:
- What may have led to your decision to____.
- Why is this important to you?
- How might you know you are on target?
Consciousness: encourage the making of new connections:
- What seems to be/might be similar in these two situations?
- What are some possible patterns?
- If there were a common source for these, what might it be?
Craftsmanship: elicit criteria:
- What criteria might you want to use to____?
- If you could only get one benefit, what's your hunch about what would be most productive in regard to_____?
- Of all the possibilities, what might be most effective?
Craftsmanship: pose a data search
- How might you find out more about that?
- What indications might you have that_____?
- What information might validate this?
Efficacy: Invite reflection about being in charge
- What are your options?
- Over what do you have control?
- Of the few elements you can influence, what might have the greatest effect?
Efficacy: Elicit knowledge, skill, or positive attitude
- How do you do the work and maintain your integrity?
- What might it take to get you to make a difference?
- Which of your skills does this call for?
Flexibility: invite a shift in perceptual position
- If you wer______, what might you be thinking?
- When you have experienced______what did you need?
- What meaning might this have for ______?
Flexibility: filters of perception
- Given what you know about the way s/he perceives things, what's your hunch about what might be going on for____?
- Given those details, what's the big picture goal?
- What does s/he seem to be paying attention to?
Interdependence: invite collaboration
- In the spirit of collaboration, how can you preserve your sense of what's right, and still work to be effective?
- What might be some common goals you share?
- What might be in it for both of you?
Interdependence: elicit positive intentions of others
- What might be the positive outcomes s/he is expecting?
- If you wer to assume that s/he is well-intentioned, what needs might s/he be trying to meet?
- What might happen if his/her needs were met?
Causal Factors: Craftsmanship
- What was your thinking about sequence?
- What are some specific patterns or trends that seem to be emerging?
- What criteria did you use to decide to _____?
Casual Factors: Consciousness (4Q)
- How might you account for this?
- How did you make decisions about____?
- How does this compare to how you planned it?
- How did you know to do that?
Casual Factors: Efficacy
- What are some of the things you did to make it go so well?
- Which of these skills seemed most useful?
- How did you know you could handle the situation?
Casual Factors: Flexbility
- What do you think might have been going on for_____?
- What were some of the options you considered?
- If I were a _____how would I perceive_____?
Casual Factors: Interdependence (2Q)
- What are some common values between you and _____?
- What might be some of the resources you utilized?
Planning: Clarify goals
- What might be some of the connections of this goal to the standards? (Con)
- Specifically, wha tmight you mean when you say, "learn_____?"(craft)
- How might this objective relate to the objectives of your team members?(inter)
Planning: specify success indicators
- How might you know when you have reached the goal? (Con)
- What might be some of the evidence you can collect? (Craft)
- What might you see/hear that will let you know you've reached the goal? (flex)
Planning - Approaches: efficacy (4Q)
- What might be some strategies you have used before that were effective?
- What might be some of your choices?
- How might your actions enhance student learning?
- Ove what factors might you have most control?
Planning - approaches: Flexibility (4Q)
- What might be some strategies you considered before deciding on these?
- How might these strategies support student learning in other settings?
- What are you hunches about how the students will view this lesson?
- What are some of your predictions about how this lesson will go?
Planning - approaches: Craftsmanship (6)
- In what sequence might you place your strategies?
- What might be happening simultaneously?
- How long are you anticipating___ will take?
- What criteria might you use to determine when to use another strategy?
- What might be the long and short-term effects of_____?
- What might you need to do to be the best prepared you can be for this lesson?
Planning - approaches: Interdependence
- What might be the primary value of this lesson/strategy to your students?
- What kind of help might be useful to you with this lesson?
- How might some of your teammates support you with this lesson?
Planning - Personal learning and self-assessment ((7Q)
- What might eyou want to be sure to do well? How might you know you're doing it? (E)
- What do you want to exercise control over in yourself? On what past successful experiernces might you draw? (E,Con)
- What might the group/class feel is more important for you to focus on in yourself? What are some possible ways of assessing this? (F)
- If you could videotape this lesson, what might you want to see/hear in yourself when you replayed it? (Con, F)
- What might be important for you to pay attention to in yourself? How might you determine whether or not you do this? (Con)
- Waht personal skills or processes might you want to perfect in this session? How might you know you've done this? (Cft)
- What might you learn from this group? How might you know you've learned this? (I)
Planning - Reflect on conversation ( 5)
- How has our conversation supported your thinking?(E, Con)
- How has our conversation been helpful to you? (E, Con)
- Where are you in your thinking now compared to where you were when we stareted? (Con)
- What key indicators might be most critical to your goals as a professional? (Cft, E)
- What might be some of the specific things about this conversation that were helpful? (Cft)
What would you like to do?
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