Final Project: Highly Effective Questioning

Strategies for Teachers

For your final project, you will create an artifact that would support you in teaching the concepts
you have learned in this course to an audience of your choosing. The artifact and audience that
you choose should be designed to suit your professional role.

Assignment Objectives
• Synthesize all that you learned about highly effective questioning strategies (e.g., the
purpose of questioning, Bloom’s taxonomy, HOT questions, the teacher’s role, and the
student’s role).
• Devise evaluation methods for progress and success at meeting personal and
professional goals set for the course.
• Devise a plan for sharing your knowledge of course concepts with a specific audience
using an appropriate artifact.
• Create an artifact that reflects and applies course concepts for teaching to others.
• Plan for implementation of the created artifact and evaluation of its success.

Examples of artifacts may include (but are not limited to):

• A grade-level appropriate lesson, unit, or intervention plan designed to teach questioning

strategies that you would like for your students to use in your classroom.
• A grade-level appropriate lesson, unit, or intervention plan that integrates questioning
strategies at various points of the lesson.
• A professional learning presentation to be shared with your colleagues about highly
effective questioning strategies for teachers.
• A coaching plan for a colleague struggling with questioning strategies in their classroom.
• A video demonstration of a lesson in which you teach actual questioning strategies to
your students.
• A video demonstration of lesson that incorporates questioning throughout the lesson.

Assignment Components
Your completed final project should include:
1. A plan for how you will implement the artifact you have created into your role-specific
environment, and how you will evaluate its effectiveness and impact on your intended
audience.
2. Explain how this artifact demonstrates that you have met or your progress toward meeting
the personal and/or professional goal(s) you set. Also, how does it reflect the Danielson
outcomes identified in the course syllabus?
3. Include a description of the specific challenges you anticipate may arise as you implement
your artifact and strategies that you will use to overcome those challenges. How will you
practice self-accountability through these challenges, and ensure that you pursue
implementation of your artifact when obstacles present themselves?

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4. Apply the course concepts to an artifact and through methods that demonstrate appropriate
awareness of audience (e.g., age appropriate tone).
5. Include the specific knowledge and skills that you have obtained from this course that you
would expect your audience to know/be able to do after engaging with your artifact. You
may include details such as:

• A grade-level appropriate lesson, unit, or intervention plan designed to teach questioning

strategies that you would like for your students to use in your classroom.
• A grade-level appropriate lesson, unit, or intervention plan that integrates questioning
strategies at various points of the lesson.
• A professional learning presentation to be shared with your colleagues about highly
effective questioning strategies for teachers.
• A coaching plan for a colleague struggling with questioning strategies in their classroom.
• A video demonstration of a lesson in which you teach actual questioning strategies to
your students.
• A video demonstration of lesson that incorporates questioning throughout the lesson.

Output Recommendations
• Please ensure that all files submitted for your final project are in a fixed file
format, such as PDF, Microsoft Word, or Microsoft PowerPoint. If you use a
project creation software, such as Google Slides, Prezi, or macOS Keynote to
create your project, please use the program’s export function to obtain a fixed
version of your project file.
• All work should be presented in a professional manner, including the use of spelling,
grammar, and visual formatting.
• Include your name and the current date in any work you submit or create for the project.
• Your project should include additional supportive information from at least 3 outside
sources (resources that are not included in the course). These sources should be cited
appropriately using APA style, and included in a References list with your submission.
• If you choose to create a document that is mostly text, such as a report or a letter:
o Your project should be 2000-3000 words in length.
o The document should be formatted appropriately for the type of document and
the intended audience, including font settings, titles and headings, page layout,
and page numbers.
o Include appropriate citations to your outside sources within the document and
add a References page at the end of the file.
• If you choose to create a video or a presentation, the final product should be between 8
and 12 minutes in length.
o Videos:
 Include your name, the title of your project, and current date in the
opening frames.
 Include your voice in at least part of the video, such as in the introduction.
Your face is welcome, too!
 Create an outline (or even a complete script) of what you want to cover,
to ensure that you address all topics you want to include.

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  Make sure that all audio is clear in the final project. You might consider
doing a voice over after creating the visual content to have more control
over sound quality.
 Make sure that all visual content is clear using standard playback
settings.
 Submit a document that includes an outline or script of the content of your
video and a References page listing your sources.
o Presentations:
 Include your name, the title of your project, and current date on the title
slide.
 Follow the 7 x 7 rule (or something similar) so that the audience can focus
on the main concepts rather than reading large blocks of text.
 Use the Notes pane to include additional comments that you would
include if you were to present this to an audience.
 Use an appropriate and attractive template instead of the default black on
white
 Include appropriate pictures that are formatted and sized for the context.
 Voice over is optional but encouraged. A voice over allows you to record
what you would say if you were to give the presentation to an audience.
 PowerPoint allows you to export the presentation to a video, which you
can submit along with the PowerPoint file if you wish.
 Sources should be cited on appropriate slides (in the Notes pane, for
example), and the last slide should be a References slide. You may use
more than one slide for references if you have too many to fit on a single
slide.

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Final Project Rubric
Focus Areas Does Not Meet
Expectations
(1 point)
Knowledge of Artifact relates incomplete or
Course Content incorrect information about
course concepts. The learner
provides an unclear reflection
upon how they have
progressed toward
established course goals.
Application of The created artifact is not
Course Content clearly aligned with chosen
audience; learner
demonstrates no or faulty
awareness of the audience’s
needs.
Alignment of Alignment to course learning
Student outcomes is unclear or
Outcomes absent.
Implementation A plan for implementation of
of Course the created artifact in the
Content role-specific environment is
incomplete or absent.
Evaluation of Learner develops an
Implementation incomplete or unclear plan for
evaluating the effectiveness
of the artifact created, and its
impact on the planned
audience.
Partially Meets
Expectations
(3 points)
Artifact relates superficial
information about course
concepts. The learner
provides a superficial
reflection upon how they have
progressed toward
established course goals.
Learner makes choices
regarding content and
methods of presentation that
may be unclear or
inappropriate in some ways;
demonstrates some
awareness of the chosen
audience’s needs.
Artifact is clearly aligned with
1-2 course learning
outcomes.
Learner develops a superficial
or unclear plan for
implementation of the created
artifact in their role-specific
environment.
Learner includes a superficial
plan with some clear steps for
evaluating the effectiveness
of the artifact created, and its
impact on the planned
audience.
Meets Expectations
(4 points)
Artifact relates clear
information about course
concepts. The learner
provides a satisfactory
reflection upon how they
have progressed toward
established course goals.
Learner makes appropriate
choices regarding content
and methods of
presentation; demonstrates
clear awareness of the
chosen audience’s needs.
Artifact is clearly aligned
with 2-3 course learning
outcomes.
Learner develops a clear
and focused plan for
implementation of the
created artifact in their role-
specific environment.
Learner includes a clear
plan with several clear steps
for evaluating the
effectiveness of the artifact
created, and its impact on
the planned audience.
Exceeds Expectations
(5 points)
Artifact relates detailed and
thorough information about
course concepts. The learner
provides a detailed reflection
upon how they have progressed
toward established course
goals.
Learner chooses and adapts
artifact content and presentation
in multiple ways to ensure
complete appropriateness for
the chosen audience;
demonstrates exceptional
awareness of the audience’s
needs.
Artifact is clearly aligned with 3-
5 course learning outcomes.
Learner skillfully composes a
thorough and detailed plan for
implementation of the created
artifact in their role-specific
environment.
Learner formulates a detailed
plan with thorough steps for
evaluating the effectiveness of
the artifact created, and its
impact on the planned
audience.
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