Question Renovation PD ＊ Byrdseed.TV

Go Beyond “Identify Figurative Language”

So students can identify a simile, metaphor, and hyperbole. What next?

A high level of thinking in math also requires the support of thoughtful scaffolding.

Why was I asking five, unrelated, low-level questions in a row?

Fixing an under-developed (but interesting) task that was originally part of a choice menu.

Naming the genre is step one. But what comes after that? Here’s how to push students past identification into real analysis.

Let’s fix these nine, underdeveloped discussion questions!

Rather than just “paraphrasing” a poem, what if we did a cover version?

This task is all about the product, but completely ignores how students will think.

$What Makes A Math Puzzle Actually Puzzling?$

This math puzzle fell flat. Why? Because puzzling isn’t about difficulty — it’s about something else entirely.

How to use a classic to revamp a study of context clues.

I’d show a quote and then ask, “What does this quote mean?” And that was it!

Go beyond merely explaining strengths and weaknesses and get students thinking in interesting ways.

When we want students to memorize two terms, we actually shouldn’t aim for memorization!