Resident: Jim Fitzpatrick

March 2, 2017
Supervisor: Pam Bryan
Class: Public Speaking
Objective: Write a 2 minute boast of a product (or thing) that convinces us that its the
best.

Analysis of Eliciting and Interpreting Student Thinking

From: Teaching Works, University of Michigan (2017)
*Students worked independently, so the questions and discussions were largely conducted one-to-one.

Features of Eliciting and Interpreting Students Thinking Evidence / Comments

Poses initial questions Invitational- What are you boasting about?
Uses student-friendly, developmentally Poses ideas to generate a train of thought
appropriate, and clear academic language
Asks initial elicitation questions that are open
and neutral.
Avoids right/wrong questions, evaluative
language, or tone.
Selects and uses content-specific resources
relevant to instructional goals as the focus for
eliciting thinking
Listens attentively Direct eye contact; lowers himself to the
Provides sufficient wait time students desks to facilitate engagement and
Provides space for student to think and offer exclusive interaction
their ideas; avoids adding own thinking, Provides wait time then gently prods the class
interrupting, or completing students for a willing participant
sentences. Demonstrates a positive affect by nodding and
Conveys through posture, expression, or smiling when students respond
behavior that s/he is listening to students.
Shows interest in student ideas
Demonstrates that s/he has heard student Looks to make personal connections with their
ideas. responses i.e. My favorite song was.. I loved
Notices and highlights features of student Avatar..
thinking that are useful for further learning or
relevant to instructional goals
Models curiosity about the content Asks probing questions- i.e. Who is that?
Shares his/her own wonderings or questions Affect is open and invitational to explore the
or thinking about the material being rich learning that can happen from each other as
considered. a result of public speaking
Shares only periodically and briefly so that
student thinking is at the center.
Shows interest in the content/materials
through behavior, posture, expression.
Resident: Jim Fitzpatrick
March 2, 2017
Supervisor: Pam Bryan
Class: Public Speaking
Objective: Write a 2 minute boast of a product (or thing) that convinces us that its the
best.

Poses follow up questions to probe and extend Did you ever notice that the name of the
students thinking characters were Japanese names for
Directs student to specific content-related vegetables?
resources to probe and extend student Content related resources- Can you put a visual
thinking on the board?
Works to clarify student thinking that may be Feedback question: What do you think you
unclear particularly did well with regard to the rubric on
Identifies and pursues aspects of student presentations?
thinking relevant to instructional goals
Sequences follow-up questions to support
student thinking
Uses new information to develop new
questions and support instructional decision-
making.