Instructional Intelligences (based on Barrie Bennett & Carol Rolheiser, Beyond Monet, 2001)

Instructional Skills
 

Something a teacher can specifically "do"

 

Framing Questions

    Incorporates the concepts of Levels of Thinking, Covert and Overt, Fear of Failure and Dependency, and Accountability and Level of Concern. (See Instructional Concepts)
   

Incorporates the skills of Wait Time, Responding to Student Responses, and Providing Knowledge of Results.
  Wait Time
    The idea that all students be engaged in the thinking (Academic-Engaged Time)
   

Wait Time is the amount of time the student has to think after a question has been asked and the time to think after a student has been asked to respond.
   

little effect on recall level questions

helps to create a safe learning environment

the amount of wait time is influenced by performance level of student, question complexity, student's past experience with material being explored

Responding to Student Responses

Understanding why (a) students respond the way they do and what to do (b)

   

No Response... Why didn't the student respond?
   

a)

b)

Was the question too complex, classroom not safe, student did not hear question.

Re-phrase question, then allow student to think and share with a partner.
   

Partially Correct Response ...Why was it only partially correct?
   

a)

b)

Maybe the question was too extensive.

Highlight the part of the answer that was correct, then repeat the question and ask for an extension to that part.
   

Silly Response...Why did the student respond with a silly response?
   

a)

b)

Possibly the student feels s/he does not belong in your class, the student needs attention.

Perhaps find a grain of truth in the response - and state< "I hadn't thought of it in quite those same terms, but that last point makes a lot of sense."
   

Guess...Why did the student guess?
   

a)

 

b)

Perhaps the student feels pressured to say something; passing is not an option. Was the student afraid to respond?

Perhaps have the student discuss in a group first or let him/her know it is okay to 'pass'. Knowing that, you can ask her to respond later.
   

Incorrect Response...Why did the student respond incorrectly?
   

a)

b)

Possibly, the question had multiple components and s/he was confused.

Perhaps break down the question into simpler parts.
   

Correct Response...Why did the student respond correctly?
   

a)

b)

Perhaps the question was too easy or s/he has the first step...

Perhaps don't pass judgement so you can encourage more thinking.

Providing Knowledge of Results

Knowledge of results motivates students to continue.
    Feedback given sensitively by teachers, other students, parents, books, films, and our own reflections, helps us make decisions on what to do next. 
    A mark of say, 8/10, provides little feedback.  Anecdotal or verbal feed back is best
   

Must try to help students self evaluate because it gives students immediate knowledge of results.