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Ced505 wk 11
Ced505 wk 11
Ced505 wk 11
Ced505 wk 11
Ced505 wk 11
Ced505 wk 11
Ced505 wk 11
Ced505 wk 11
Ced505 wk 11
Ced505 wk 11
Ced505 wk 11
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Ced505 wk 11

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Essential Questions - Website Information

Essential Questions - Website Information

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  • 1. Site Information In my own words What I learnedGalileo – educational Essential questions [EQ] While I knew essentialnetwork are what guide and help us questions helps us to to understand and grasp think and learn aboutURL: concepts. The key new concepts, I didn’thttp://www.galileo.org/tips/ components to EQ are that think about the impactessential_questions.html they arrive from people’s it has had and will curiosity and wanting to have on creativity and know more about how that will shape something, depending on and change how we who asks the question is live and think. how they will go about finding an answer, by answering EQ connection are made between who or whom is asking the questions and their experiences of the world, EQ helps us to know how things came about and how it has made an impact on our history and our lives; EQ go beyond just a question; EQ sparks our imagination and helps us come up with ideas/experiences we may have never otherwise come up with;
  • 2. From Now On – Online Information given in this After reading thisBookstore article Information given in article I realized that this article came from a answers to EQ do notURL: series of six articles have to be answeredhttp://fno.org/feb01.pl.html published in 1995. right away, rather youhttp://fno.org/sept96/questi Essential questions helps get a starting answerons.html students and staff to be and keep building motivated and find upon it. A good EQ meaningful answers to really makes you think their questions. According and dig deep to know to this article there are as much as you can. attributes that go along with essential questions. EQ incorporate Bloom’s Taxonomy because students have to evaluate, synthesize, and analyze. EQ come from when we want to know something about that has us intrigued and wanting to know more. EQ answers are not found by just looking and researching, they have to be found by the one asking the EQ’s. EQ answers do not happen overnight; rather they keep developing and finding more information to solve the answers over time. EQ also helps students to solve real life problems and relate to the real world around them and helps them to think beyond their school years but they still meet all school standard.
  • 3. Filling the Tool This webpage stresses the importance of I learned newBox curiosity and not to develop autonomous and strategies and interdependent thinkers. When beginning a ideas of howURL: new unit, instead of already having questions to gethttp://fno.org/too for students to answer, ask them what studentslbox.html questions they can think to ask during their involved in new unit to get their minds turning and get coming up them engaged in the new unit. Tell the with students to think about the topic for a moment questions to and then come up with questions that are out ask during of the box question, ones you would not new units, typically find at the end of the chapter. book reports Teachers need to refrain from being etc. This judgmental when students are coming up with makes the their own questions for a new unit. According student feel to this webpage there are four rules of important and brainstorming: “1 that they are All contributions are accepted without really a part judgment; 2. The goal is a large number of of what is ideas or questions 3. Building on other going on and peoples ideas is encouraged; 4. farout, their unusual ideas are encouraged”. Start with an education and initial question and have students build off of I think will it. Since there is a good chance there will be a help them to lot of questions thrown out, have students be more assigned to writing some of the questions and motivated and then sharing with the rest of the class later on participation. or with younger students, sit close to a computer where you can type them a lot faster than writing them. After all the questions are documented, start categorizing them and show how some questions relate to others and you can discuss which questions may be trickier to find answers to than others etc. The next strategy discussed is the Class Taxonomy of Questions. In this strategy students begin to label questions and to realize how different questions can promote different kinds of thinking. To help students to understand what you mean you can use different analogies to give more examples of what you mean and how they should be looking at asking questions. At the primary
  • 4. level it does not really matter the type ofquestions, but that they are engaged andcoming up with questions. As the students getolder the questions should start to be labeledand more complicated.The third strategy is Questioning Homework. Ithink the idea of having students come upwith questions for a discussion the next day isa brilliant idea. First it makes the studentsresponsible for their learning but also getsthem really involved in what they are learning.The article stated that “research substantiatesimproved comprehension scores for studentswho question as they read”.The fourth strategy is the Interview. Mostchildren have seen a reporter or an actor givean interview, so build upon that with your ownstudents. Have your student’s role play andact out being the interviewer and theinterviewee.The fifth strategy is The Five Minute Question.In this strategy the teachers lets the studentknow how many minutes they will get tospend on a question. Encourage students tojot down ideas and listen to their fellow peers.Have them think about how when theythought of one question, it lead them to thinkof another similar to it and how askingyourself questions can keep building andgiving you more ideas.5. The Five Minute Question(K-12)Some questions deserve 10 seconds ofthought. Others require days or even months.Great questions span centuries of humancivilization (i.e., "why are we here?" "How dowe know?" "Can we know?" "How can weknow if we know?").Research into wait-time for Americanclassrooms paints a distressing picture. Many
  • 5. teachers wait less than two seconds for theanswer to each question and ask hundreds ofquestions per hour. These types of questionsare generally recall questions demanding littlethought.The sixth strategy is The Book Report. Havestudent come up with questions that promotethinking and are requiring students to actualread and indulge into the book they areassigned to read. Another idea would be to asa class come up with a list of questions andthen select questions for each book report.As long as the teacher is there throughouteach of these strategies promoting guidedpractice and modeling helps student to learnhow to ask questions.
  • 6. Questioning This article suggests that each school district I had not ideaToolkit (FNO) comes up with their own Question Toolkit and of all the that it should contain dozens of question and different kindsURL questioning tools. It also encourages the idea of questionshttp://www.fno.o of posting in the classroom and introducing to that could gorg/nov97/toolki.h students starting kindergarten. The different inside atml types of questions are essential, subsidiary, questioning hypothetical, telling, organizing, probing, toolkit. While I sorting an sifting, clarification, elaborating, do not think I unanswerable, inventive, provocative, would focus planning, strategic, divergent and irreverent on all of the questions. Essential questions are the ones types of that make a big impact on our lives and touch questions, I us in a personal way. Essential questions are can definitely the center of tall the other types of think of a few questioning listed above. Subsidiary of these that questions are where we building off answers would really of essential questions. Hypothetical be beneficial questions explore possibilities and test and help relationships. Telling questions leads us right students to where we want to go, no guessing games – come up with just straight to the point. Planning questions answers to has us look at our resources. Organizing their essential questions helps us to structure and put our questions. questions in categories. Probing questions There was a are where we investigate and get right down lot of to what’s going on or what we want to know. information in Sorting and Sifting helps us to realize what we this article need and what we can discard. Clarification and it is one I questions help us to clearly understand what will bookmark is being asked or what we learned. Strategic and look questioning helps us to learn where we go more into in from there and what we need to do. An the future for elaborate question helps us to expand our my own questions/what we are learning. classes. Unanswerable questions are questions that were good to ask and investigate but have not definitive answer. Inventive questions turn our questions upside down and inside out. Provocative questions push and challenge us more. Irrelevant questions are questions that do not pertain to what we are asking and are making us get off of track of where we should be headed. Divergent questions is when we use/look at what we already know to start off.
  • 7. Irreverent questions push us to look at thingsthat are considered off limits or taboo.
  • 8. Dare to Before teachers start planning for a new When usingDifferentiate school year or a new unit, they need to question from a think of the essential questions. EQ question toolkit, youURL incorporate Bloom’s Taxonomy and really need to lookhttp://daretodiffe sparks students’ curiosity. Answers to at the questionrentiate.wikispac EQ are not found but invented by being asked andes.com/file/view/ researching and building upon the first make sure you areessential.pdf question. EQ engage students and get utilizing the correct them involved in real life tool to find the problems/situations. EQ are important answer. Not all because they provide the teacher with a tools will help you thoughtful approach to units and to find an answer. It lessons, as well as gets students could be a good motivated and engaged which helps way to review the them to learn and get involved so much types of tools and more. Characteristics of engaged have students learners are that they are responsible evaluate which will for their own learning, become be the most energized by learning, becoming and beneficial according practice being strategic, and teach the question being students to be collaborative. asked.After reading all of these wonderful articles on Essential Question, it ahs broadenedmy knowledge of what essential questions are and how to get my students to askessential questions. Whether it be having them come up with their own questionsand categorizing or whether it be creating a toolkit and gong over the types of toolswith the took kit, there were so many ideas for us to try and share with ourstudents. Without Essential questions the world would not be where we are today,we would probably still be cave men sitting next to the fire but because humans areintrigued and want to know more about whatever intrigues them we are where weare today [thank goodness right!]. Everyday you ask yourself some type of questionthat may be the basis for another questions and so forth. It is important to teachstudents as soon as they begin school how to ask questions and build upon thembecause when they are out of school and working they will need the skills to ask andanswer essential questions.
  • 9. Essential Questions Lesson Jessica Gearon – CED505Title: Living and Non-Living thingsGrade: Subject: Science Students will read and discuss what characteristics are for living and non-livingOverview: thing. After learning the characteristics and going over examples, students will sort pictures into living and non-living categories. What characteristics need to be identified in order for something to be consideredEssential Question living or non-living? How many and what are the logistics of the characteristics that categorize something as living or non-living? Can non-living things derive from somethingSubsidiary Questions that was once living? Why do we classify objects as living and non-living? These may be more factual knowledge or comprehension questions that provide information supporting the essential questions. (3-5) Show Me Standard: ScienceConnection to In Science, students in Missouri public schools will acquire a solid foundation,Standards which includes knowledge of, [2] characteristics of and interactions of living organisms. What will students and teacher do? Be specific and provide a step-by-step process for tasks and activities. The teacher will inform students that today we will be learning about living and non-living organisms and what characteristics classify something to either living or non-living. On the Smartboard the teacher will have definition of what a living thing is. Teacher will tell them that all living things have 7 characteristics. All living organisms need to take substances from their environment to obtain energy, to grow and to stay healthy. All living things show movement of one kind or another. All living things exchange gases with their environment. All living things need to remove waste from their bodies. Living thing become larger and more complicated as they grow. Living things react toActivities/Tasks changes around them. All living things produce young. After explain what living things are the teacher will show the students some example and ask the studentsProcedures why this item is living and give one or more of the 7 characteristics. Next the teacher will tell the students that if something does not have all 7 characteristics it is not living. However, some non-living things do arrive from something that is considered living. Give a few examples of non-living things and ask students whey these items are not living and what characteristics they are missing. Next the teacher will have the students retell in their own words [possibly jot down a few sentences] about what living and non-living things are. Then the teacher will pull up an activity on the Smartboard, as well as pass out handout to the students. The students will look at the pictures and determine if the item is living or non- living and put it in the right category. The students will work in small groups to finish the sorting activity and then share with their assigned partners their finding
  • 10. and discuss if there are any differences. After all students have had time to share the teacher will go over all the answers and ask student to explain why [using characteristics] an item is living or non living. Lastly the teacher will tell students what they learned and to go home and tell their parents what they learned today. The technology integration being used in this lesson is computer, Internet and use of the Smart Board. Students will be assessed informally from teacher observations and from student product of their sorting living and non-living things assignment. Teacher will make sure they understand and can recall what the 7 characteristics of living and non- living things are. The teacher will also collect and look at how students sorted the items and into which categories. 5 points 3-4 points 1-2 point Students are All 7 4 -6 Less than 3 able to recall characteristics characteristics characteristics and give are given are given are givenAssessment characteristics of living and non-living things. Sorting and All 10 items 5-9 items are 4 or fewer matching are sorted sorted into the items were activity into the correct correctly correct category sorted into category categories. Student work will be the activity of sorting things into living and non-living things. This will be to assess their knowledge and also to keep and refer back to and review what the characteristics of living a nonliving thing are and examples. Living Things Non-Living ThingsSamples of StudentWork Pictures would include: tree, spider, pitcher, cup, jellyfish, girl, fish, clock, chair, and a butterfly.
  • 11. What problems do you anticipate with this lesson? How will this lesson fit into your overall curriculum planning? Problems I anticipate with this lesson are students will not be able to remember all of the characteristics and the logistics of each category. Some students may not be interested in living and non-livingTeacher Commentary things and may not be as engaged as others. This lesson fits into my overallReflection curriculum planning because we will discuss what non-living and living things are to gain knowledge of what the characteristics are and will then be able to recall this information as we move into units on animals, plants, etc. and get further into the curriculum for the school year.

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