This document discusses question driven teaching in language arts. It explains that question driven teaching uses essential questions to organize instruction and provoke multiple perspectives from students. These questions help students understand big ideas and think critically. Teachers prepare students for discussion by focusing on questions over extended periods. The document also discusses how questioning can deepen student understanding and connect their learning to the world. It argues that organizing instruction around essential questions maximizes student learning rather than focusing on content alone. Relationships shape our values and actions, and questioning can help students develop critical thinking skills and understand different perspectives.
2. How did you go about reading and thinking about this play?
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4. How do the relationships in our lives shape our values and actions?
5. How do the relationships in our lives shape our values and actions?How would this question change the way a class would read and think about Romeo and Juliet?How would it change what a teacher does? How does it change a student’s experience?
6. What is question driven teaching? The use of questions as a curricular framework Instruction that . . . focuses on big ideas and enduring questions over extended periods of time to add depth and rigor to the curriculum. is organized around “essential” higher-level questions that provoke multiple perspectives to help students understand “big ideas” and to help them shape the way they think critically for themselves
7. Using questions to . . . Prepare and help students in effective classroom discussion Connect what they learn themselves, the world, and other texts Clarify, extend, assess, and deepen understanding Organize instruction (p. 18)
8. Pick one: Consider what it would require to fully answer it.
9. Why organize instruction in this way? “Teachers must switch their instruction from what must be taught to what kinds of teaching will maximize learning.”
10. Why? (con’t) “Weaving in a critical approach to teaching” (Wilson and Alvermann) Ms. Thompson “wanted her students to develop a critical awareness . . .and involve them in activities that demonstrate how interpretations of multimodal texts are ‘part and parcel of . . .specific social, cultural, institutional, and political practices.
11. Why? (con’t) Provides opportunities to have learners “move across sign systems . . .invent connections between them . . .and have richer and more complex understandings” (Alvermann and Wilson, p. 4)
12. How do the relationships in our lives shape our values and actions?
13. “I have concluded that in a flat world, IQ- Intelligence Quotient – still matters, but CQ and PQ – Curioity Quotient and Passion Quotient – matter even more. I live by the equation CQ+PQ>IQ. Give me a kid with a passion to learn and a curiosity to discover and I will take him or her over a less passionate kid with a high IQ every day of the week” (p.304)
15. “Questions are the Swiss Army Knife of an active, disciplined mind trying to understand texts or concepts and communicate that understanding to others.” Exhibit Curiosity 80% Challenge their own beliefs 77% Engage in intellectual discussions 74% See other points of view 77% Generate hypotheses 72%
16. Darling-Hammond’s principles of learning: 1.) Prior knowledge of students must be addressed 2.) Students need to organize and use knowledge conceptually if they are to apply beyond the classroom. 3.) Students need to understand how they learn and how to manage their own learning. How do the relationships in our lives shape our values and actions?
