This is a challenge for me, but also provides good practice on my questioning techniques, as we are trying to push our students to proficiency by planning for specific higher order thinking questions in our lessons. This switch has given me an opportunity to really focus on what types of questions i ask during a typical lesson, and what types of questions I SHOULD be asking. From a previous blog post, I pointed out that I tend to ask more yes/no questions to begin with before asking HOT questions, which sounds like a good scaffolding technique, but is really over scaffolding and not providing an appropriate challenge for the students.
For our first week in this configuration, my CT is going to take the lead in both classes and allow me to work with small table groups during her lesson as an extra support. I plan on taking this opportunity to practice increasing the rigor of my questions in a small group setting in preparation for my whole group lessons that are soon to come.