+

Debbie WaggonerKDE Regional Instructional

Specialist Social Studies & Mathematicswww.debbiewaggoner.com

CKEC ISLNSocial Studies

UPDATE October 2014

+Projected Timeline At A Projected Timeline At A Glance…Glance…

September 2014 Targeted Focus Groups

October 2014 First Read KBE and compile feedback

November 2014 Representative sub-group of standards writers will meet to review Feedback and Refine Draft

December 2014 Second Read

January 2015 Public Comment Period

2015-2016 Implementation

+ Focus on Inquiry enhances classroom practice…

+THE QUESTION FORMULATION

TECHNIQUE (QFT)

Students' Questions as a Catalyst for: Deeper Learning, Joy in Teaching and a Healthier

Democracy Based on the Keynote presentation for Ky Council of Social

Studies Conference September 2014 Erlanger, KYBy Dan Rothstein

The Right Question Institute: Cambridge, MA

+The Big Idea

Students are more successful when they learn to ask their own questions

+The Vision: High School Students in Boston, MA

“When you ask the question, you feel like it’s your job to get the answer.”

ENGAGEMENT!ENGAGEMENT!

+

A Question Focus

Rules for Producing Questions

Producing Questions

Categorizing Questions-Open/Closed

Prioritizing Questions

Next Steps

Reflection

Components of the Question Formulation TechniqueTM

+Rules for Producing Questions Ask as many questions as you can.

Do not stop to answer, judge, or discuss.

Write down every question exactly as it was stated.

Change any statements into questions.

+Experiencing the Question Formulation TechniqueTM

+Question Focus

Some students are not asking questions in my

classroom

+Producing Questions

Some students are not asking questions in my

classroom1.Ask Questions

2.Follow the Rules

3.Number the Questions

+Categorizing Questions: Closed/OpenDefinitions:

Closed-ended questions can be answered with a “yes” or “no” or with a one-word answer.

Open-ended questions require more explanation.

Directions: Identify your questions as closed-ended or open-ended by marking them with a “C” or an “O”.

+Discussion

+Change Closed to Open andOpen to Closed -Ended QuestionsDirections: Take one closed-ended question and change it into an open-ended question

+Prioritizing Questions

Review your list of questions

Choose the three questions you consider most important.

While prioritizing, think about your QFocus:

Some students are not askingquestions in my classroom

+Prioritizing Questions

Why did you choose those three questions as the most important?

Where are your priority questions in the sequence of your entire list of questions?

+Share

1.Questions you changed from closed to open

2.Your three priority questions and their numbers in your original sequence

3.Rationale for choosing priority questions

+Reflection What did you learn?

How did you learn it?

What do you understand differently now about asking questions?

+Classroom Example: SecondaryTeacher: Megan Harvell, Boston, MATopic: American History –The Civil WarPurpose: Pre-reading activity to engage students

QuestionFocus:

+Student Questions

1. Why are they fighting?

2. Are they fighting?

3. Are they part of the government?

4. Where were they?

5. Who are they?

6. Were they signing anything?

7. Who else was there?

8. Why are you hitting him?

9. Why didn’t they call 911?

10. Was this related to slavery?

11. Why is he hitting him with a bat?

11. Why are you taking a pen?

12. Why are they in court?

13. Who hit who first?

15.Who died?

16. Why are they smiling?

+

1. Why are they fighting?

2. Are they fighting?

3. Are they part of the government?

4. Where were they?

5. Who are they?

6. Were they signing anything?

7. Who else was there?

8. Why are you hitting him?

9. Why didn’t they call 911?

10. Was this related to slavery?

11. Why is he hitting him with a bat?

11. Why are you taking a pen?

12. Why are they in court?

13. Who hit who first?

15.Who died?

16. Why are they smiling?

Compelling Questions“Focus on enduring issues and concerns. They deal with curiosities about how things work; interpretations and applications of disciplinary concepts; and unresolved issues that require students to construct arguments in response.”

C3 Framework p.23

Supporting Questions“Focus on descriptions, definitions, and processes on which there is general agreement within the social studies disciplines, and require students to construct explanations that advance claims of understanding in response”

C3 Framework p.23

C3 Dimension 1

+Educator Observations

Novice Teachers “I’ve never seen my students so engaged as when they are

using the QFT.”

Veteran Teachers “I’ve prided myself in my 33 years of teaching in the good

questions I ask of my students. But, I saw that they go through this process and they ask great questions that I never, ever would have thought of.”

University Professors “I have been stunned by the depth and breadth of questions

that my students have created during QFT sessions – and I feel that I am just beginning to learn how to use the technique.”

+The Skill of Asking Questions

For getting to better answers

For increasing engagement and ownership

For demonstrating inquiry in the classroom

For a little more joy in a very demanding profession

And…

+The Research Confirms the Importance of Student QuestioningSelf-Questioning (metacognitive strategy):

Students formulating their own questions proved to be one of the most effective metacognitive strategies

Engaging in pre-lesson self-questioning improved students rate of learning by nearly 50% (Hattie, p.193)

Visible Learning: A Synthesis of Over 800 meta-Analyses Relating to Achievement by John Hattie. 1st Edition, December 26, 2008.

+ Tools for QFT Tips for Facilitating the QFT – Question Formulation

Technique packet pages 18-19

Designing the Question Focus packet pages 20-21

Assessing Facilitation of the QFT packet page 22

QFT on one page packet page 23

Also on the Agenda… Design a Question Focus to try the QFT for your grade level

Reading Strategies for Social Studies

21st Century Curriculum Implications and district planning

Burning Questions about the Disciplinary Content Strands