Question 1 (Ch. 5): In relation to a favorite/exemplary lesson or unit you like to teach, describe your process of creating guiding questions you would use for the lesson, and what are some of the more detailed incremental or supporting questions for the lesson? In putting together a lesson that I would use guiding question, I would have the class read the chapter about what are discussing (ex. WWII). I would have class divide into groups that were randomly drawn by the teacher in order for students to work out outside their clicks in and outside the class. I would the class some guiding questions such as: Why did the United States did not originally want to engage in World War II and I have the groups use the internet and use the text to support their answers. I would allow the class to present to the class either by video casting and using prenzi or power point. As Marc Prensky pointed out that is important that students to understand what they are learning and why their learning (p. 92). As a partnering teacher, what will be the roles of technology in your classroom? What can you do as a partnering teacher if there is no access or limited access to technology in the classroom or school? In being a partnering teacher with my future students and using technology, I think it is important that a teacher use technology because many students are using technology outside the classroom. I think as a teacher you should embrace students to use the technology in class and use it responsible. If I work in school that have limited technology I would embrace that students use their smart phone and have students work in groups and make sure that is least one student have a smart phone and ask the school what resource are available this is what Prensky, would recommend that partnering teachers strive to familiarize with as many tools as possible (p. 108). References Prensky, M. (2010). Teaching digital natives: Partnering for real learning. London: Sage Publishers. I really like your ideal about having the students do the research about the subject and then have the students read from the book. I think that would give students a better insight from the research and give the students more talking points during the group discussions. After the class had the chance to discuss the subject and research the subject on smart phones and or computers, I think myself as the teacher I could summarize what was discussed from the class and bring any thoughts that I believed the students have missed. Until the students really learn how to think critically sometimes students can miss on discussion points. In randomly selecting students for groups, I received that idea from another class I took. Many times as teacher you see the students select group either with their friends or pick the smartest person in class in order to receive a high group. This gives students an opportunity to get to know other students in class.