Essential Questions: Keys to Meaningful Learning

Boise State UniversityEdufest Special Topics

Susan Wolfe, MAT, Ed.S.July 28, 2013sue@wolfewhere.com

Self AssessmentSelf Assessment

novice intermediate advanced expert

Workshop ContentWorkshop Content

EQs and Backward DesignEQs and Backward Design

Essential Questions – Key FeaturesEssential Questions – Key Features

Different Types of EQsDifferent Types of EQs

Designing Essential QuestionsDesigning Essential Questions

Tips for Using Essential QuestionsTips for Using Essential Questions

Web Site ResourcesWeb Site Resources

Three-Minute PauseThree-Minute Pause

Meet in groups of 3-5 to…

•summarize key points.

•add your own thoughts.

•pose clarifying questions.

Two Big Ideas of UbDTwo Big Ideas of UbD

Teach and Assess forTeach and Assess for

Understanding Understanding

and Transferand Transfer

3 stages of Backward Design

3 Stages of Backward Design3 Stages of Backward Design

1.1. Identify desired results.Identify desired results.

2.2. Determine acceptable evidence.Determine acceptable evidence.

3.3. Plan learning experiences and Plan learning experiences and instruction.instruction.

UbD Unit Design TemplateUbD Unit Design Template

Embodies the 3 stages of backward Embodies the 3 stages of backward design.design.

Offers a mental template for effective Offers a mental template for effective design.design.

Killing CreativityKilling Creativity

What makes a question ESSENTIAL?

From the leading edge…From the leading edge…

““Why is music such a pleasure?”Why is music such a pleasure?”

Nicholas HumphreyNicholas HumphreyPsychologist, New School for Social ResearchPsychologist, New School for Social ResearchAuthor of Author of Consciousness RegainedConsciousness Regained and and History of History of

the Mindthe Mind

From the leading edge…From the leading edge…

““What do collapses of past societies teach us What do collapses of past societies teach us about our own future?”about our own future?”

Jared DiamondJared Diamond

Biologist, UCLA Medical SchoolBiologist, UCLA Medical School

Author of Author of Guns, Germs and SteelGuns, Germs and Steel

““Why don’t more of our unequal societies Why don’t more of our unequal societies implode?”implode?”

Katherine BooKatherine Boo

Author ofAuthor of Behind the Beautiful Forevers Behind the Beautiful Forevers

Life, Death, and Hope in a Mumbai UndercityLife, Death, and Hope in a Mumbai Undercity

Sample Essential QuestionsSample Essential Questions

How does art reflect, as well as shape , How does art reflect, as well as shape , culture?culture?

What should we eat?What should we eat?

In what way do effective writers hook and In what way do effective writers hook and hold their readers?hold their readers?

How do I know what to believe about a How do I know what to believe about a scientific claim?scientific claim?

Concept AttainmentConcept Attainment

1.1. Compare examples (+) and non-Compare examples (+) and non-examples (-) of a concept.examples (-) of a concept.

2.2. Identify the distinguishing characteristics Identify the distinguishing characteristics of each.of each.

3.3. Test your theory against new examples.Test your theory against new examples.

4.4. Refine your concept definition.Refine your concept definition.

Essential Questions Essential Questions NotNot Essential Questions Essential Questions

What do effective problem What do effective problem solvers do when they get solvers do when they get stuck?stuck?

Is there ever a “just” war?Is there ever a “just” war?

How can I sound more like How can I sound more like a native speaker?a native speaker?

What steps did you follow What steps did you follow to get your answer?to get your answer?

What key event sparked What key event sparked World War I?World War I?

What are some common What are some common Spanish colloquialisms?Spanish colloquialisms?

Essential Questions Essential Questions NotNot Essential Essential QuestionsQuestions

What should we eat?What should we eat?

Should it be an axiom if it Should it be an axiom if it is not obvious?is not obvious?

Who is a true friend?Who is a true friend?

What foods are in the What foods are in the DAIRY food group?DAIRY food group?

By what axioms are we By what axioms are we able to prove able to prove Pythagorean theorem?Pythagorean theorem?

Who is Maggie’s best Who is Maggie’s best friend in the story?friend in the story?

What is the relationship What is the relationship between popularity and between popularity and greatness in literature?greatness in literature?

When was the Magna Carta When was the Magna Carta signed?signed?

Crustaceans – what’s up with Crustaceans – what’s up with that?that?

YES NO

What is the relationship What is the relationship between popularity and between popularity and greatness in literature?greatness in literature?

When was the Magna Carta When was the Magna Carta signed?signed?

Crustaceans – what’s up with Crustaceans – what’s up with that?that?

YES NO

Which President of the U.S. Which President of the U.S. has the most disappointing has the most disappointing legacy?legacy?

To what extent are science and To what extent are science and common sense related?common sense related?

What’s the pattern?What’s the pattern?

YES NO

Which President of the U.S. Which President of the U.S. has the most disappointing has the most disappointing legacy?legacy?

To what extent are science and To what extent are science and common sense related?common sense related?

What’s the pattern?What’s the pattern?

YES NO

It depends on

intent!

Open-ended; not a “single” answer;

requires support

Thought provoking; intellectually

engaging

Recur: can (and should) be revisited

Generative; spark inquiry and

raise other questions

PausePause

Four Types of Classroom QuestionsFour Types of Classroom Questions1. Nutrition 1. Nutrition 2. Literature2. Literature

Questions That HookQuestions That Hook1.1. Can what you eat help to Can what you eat help to

prevent zits?prevent zits?

2.2. Do you know any teenagers Do you know any teenagers that act crazy? Why do they that act crazy? Why do they act that way?act that way?

Questions That LeadQuestions That Lead1.1. What types of food are in What types of food are in

the food groups?the food groups?

2.2. When (time period) and When (time period) and where (location) does the where (location) does the novel take place?novel take place?

Questions That GuideQuestions That Guide1.1. What is a balanced diet?What is a balanced diet?

2.2. Is Holden normal?Is Holden normal?

(Note: main character is telling the (Note: main character is telling the story from a psychiatric story from a psychiatric hospital.)hospital.)

Essential QuestionsEssential Questions1.1. What should we eat?What should we eat?

2.2. What makes a story What makes a story timeless?timeless?

2.2. What truths can we learn What truths can we learn from fiction?from fiction?

CriteriaCriteria

Juicy – is the prompt provocative?Juicy – is the prompt provocative?Shades of greyShades of greyIn humanities are their multiple sides and answers?In humanities are their multiple sides and answers?In math/science are their multiple steps requiring In math/science are their multiple steps requiring collaborative solving?collaborative solving?Requires evidence do students have multiple and Requires evidence do students have multiple and reliable sources to support their argument?reliable sources to support their argument?Rooted in rigorous academic contentRooted in rigorous academic contentMust students use rigorous content in order to solve or Must students use rigorous content in order to solve or answer the essential questions?answer the essential questions?

How Do We Design Essential How Do We Design Essential Questions?Questions?

Content OverloadCurriculum

Buyer Beware!Buyer Beware!

Common Core Standards converted into Common Core Standards converted into 1,540 Learning Objectives1,540 Learning Objectives DataWORKS DataWORKS has converted the Common Core has converted the Common Core Standards into explicit, teachable Standards into explicit, teachable Learning Objectives. Now teachers Learning Objectives. Now teachers can rapidly comprehend, internalize, can rapidly comprehend, internalize, and implement new Common Core and implement new Common Core Vocabulary lists that define key Vocabulary lists that define key words students need to be words students need to be successful. successful. Download free sample.Download free sample.

““Unpack” Content StandardsUnpack” Content Standards

Consider: What “big ideas” are embedded Consider: What “big ideas” are embedded within the standards?within the standards?

Content Standards

A closer lookA closer look

Next GenerationNext Generation

Science StandardsScience Standards

Includes EIGHT Includes EIGHT Practices for K-12 Classrooms.Practices for K-12 Classrooms.

Example:Example:

7. Engaging in argument from evidence7. Engaging in argument from evidence

What makes a credible argument?

What constitutes effective evidence?

Next GenerationNext Generation

Science StandardsScience Standards

6. Structure and Function.6. Structure and Function. The way in which The way in which an object or living thing is shaped and it an object or living thing is shaped and it substructure determine many of its substructure determine many of its properties and functions.properties and functions.

How are structure and function related:

…in living things?

…in non-living things?

English/LA Anchor Standards, English/LA Anchor Standards, Reading – Key Ideas and DetailsReading – Key Ideas and Details

1.1. Read closelyRead closely to to determinedetermine what the what the texttext says explicitly and to says explicitly and to make make logical logical inferencesinferences from it; cite from it; cite specific textual specific textual evidenceevidence when writing when writing or speaking to support or speaking to support conclusionsconclusions drawn drawn from the text.from the text.

EQsEQsWhat logical What logical inferences can I draw, inferences can I draw, based on what is in based on what is in the text?the text?

What specific What specific evidence in the text evidence in the text supports my ideas?supports my ideas?

Mathematics Practice StandardsMathematics Practice Standards

1.1. Make sense ofMake sense of problemsproblems and and perseverepersevere in solving in solving them.them.

2.2. Use Use appropriate toolsappropriate tools strategically.strategically.

EQsEQsWhat do effective What do effective problem solvers do?problem solvers do?What should I do when I What should I do when I am stuck?am stuck?

What is the most What is the most appropriate method appropriate method and/or tool to use here, if and/or tool to use here, if efficiency and efficiency and effectiveness is the effectiveness is the goals?goals?

Next Generation Science StandardsNext Generation Science Standards

1.1. Plan and carry out Plan and carry out investigationsinvestigations toto identify identify the the effect effect forcesforces have on anhave on an object’s shape and object’s shape and orientationorientation..

EQsEQsWhy did this move Why did this move that way?that way?

Why is this shaped Why is this shaped that way?that way?

What distinct forces What distinct forces caused that effect?caused that effect?

Types of Essential QuestionsTypes of Essential Questions

Overarching:Overarching: Frame courses and Frame courses and programs of study around truly big ideas.programs of study around truly big ideas.

Topical:Topical: Are unit specific but still promote Are unit specific but still promote inquiry.inquiry.

GOOD TEACHING USES BOTH!GOOD TEACHING USES BOTH!

Examples:Examples:

UnderstandingUnderstanding – – Living organisms adapt to Living organisms adapt to survive harsh or changing environments.survive harsh or changing environments.

Overarching Overarching –– “In nature, do only the “In nature, do only the “strong” survive? What is survival “strong” survive? What is survival strength?strength?

TopicalTopical – – “How do insects survive so “How do insects survive so well?”well?”

Overarching vs. Topical EQsOverarching vs. Topical EQs

Whose story (perspective) Whose story (perspective) is this?is this?

How do authors use story How do authors use story elements to establish elements to establish mood?mood?

What are common factors What are common factors in the rise and fall of in the rise and fall of powerful nations?powerful nations?

How did Native Idahoans How did Native Idahoans view the “settlement” of view the “settlement” of their land?their land?

How does Neil Gaiman How does Neil Gaiman use setting to establish use setting to establish mood?mood?

Why did the Soviet Union Why did the Soviet Union collapse?collapse?

Consider EQs in Two Strands

ContentProcess

Consider EQs in Two Strands

Mathematical

Concepts

Mathematical

Practices

EQs in Two Tracks – Social Studies

How should we balance individual rights with the common good?

Does capitalism insure economic inequality?

How do we know what to believe about historical claims?

Whose “story” is this?

Content EQs Process EQs

EQs in Two Tracks – Language Arts

What truths can we learn from fiction?

Can anyone be a hero?

How does what I read influence how I should read it?

How do you read “between the lines”?

Content EQs Process EQs

EQs in Two Tracks – Math

What do numbers show?

What are the limits of this mathematical model (e.g., a linear equation)?

What do good problem solvers do?

What makes an answer reasonable?

Content EQs Process EQs

EQs in Two Tracks – Arts

How do the arts reflect and shape culture?

How and why do artists break with tradition?

How do tools and materials influence artistic expression?

How can/should we “read” a work of art?

Content EQs Process EQs

EQs in Two Tracks – P.E./Sports

When and why should we change the rules??

Why and how do we “create space” when on offense?

No pain, no gain – agree?

If practice makes perfect, what makes “perfect” practice?

Content EQs Process EQs

Your TaskYour Task

Draft ONE overarching EQ for your subject Draft ONE overarching EQ for your subject or course.or course.

Draft TWO topical EQs for your subject or Draft TWO topical EQs for your subject or coursecourse

PausePause

Share OutShare Out

After your brainstorming, share your After your brainstorming, share your questions with several colleagues and gather questions with several colleagues and gather other ideas for revising your questionsother ideas for revising your questions

Continue to revisit and improve questions Continue to revisit and improve questions throughout the creation of your Unitthroughout the creation of your Unit

Establishing a Culture of InquiryEstablishing a Culture of Inquiry

Make Just One ChangeMake Just One Change

All students should and can learn to All students should and can learn to formulate their own questionsformulate their own questions

All educators can easily teach the skill as All educators can easily teach the skill as part of their regular practicepart of their regular practice

http://rightquestion.org

BenefitsBenefits

Greater ownership of their learningGreater ownership of their learning

Deepens comprehensionDeepens comprehension

Make new connections and discoveries on Make new connections and discoveries on their own.their own.

The Question Formulation The Question Formulation TechniqueTechnique

1.1. Teacher Designs EQ for New Unit.Teacher Designs EQ for New Unit.

2.2. Students Produce Questions. Students Produce Questions.

3.3. Students Improve Their Questions. Students Improve Their Questions.

4.4. Students Prioritize Their Questions. Students Prioritize Their Questions.

5.5. Students and Teacher Decide on Next Students and Teacher Decide on Next Steps.Steps.

6.6. Students Reflect on What They Have Students Reflect on What They Have Learned.Learned.

2. Students Produce Questions2. Students Produce Questions

The four rules are: The four rules are:

1.1. Ask as many questions as you can.Ask as many questions as you can.

2.2. Do not stop to discuss, judge, or answer Do not stop to discuss, judge, or answer any of the questions.any of the questions.

3.3. Write down every question exactly as it Write down every question exactly as it was stated.was stated.

4.4. Change any statements into questions. Change any statements into questions.

3. Students Improve Their 3. Students Improve Their QuestionsQuestions

By:By:

Analyzing the differences between open- Analyzing the differences between open- and closed-ended questions and by and closed-ended questions and by practicing changing one type to the other. practicing changing one type to the other.

FAT

Question

Skinny Question

4. Students Prioritize Their Questions 4. Students Prioritize Their Questions

The teacher:The teacher:

Can offer criteria or guidelines for the Can offer criteria or guidelines for the selection of priority questions. In an selection of priority questions. In an introduction to a unit, the instruction may introduction to a unit, the instruction may be, “Choose the three questions you most be, “Choose the three questions you most want to explore further.” want to explore further.”

Question BoardQuestion Board

5. Students and Teacher Decide on Next 5. Students and Teacher Decide on Next Steps.Steps.

At this stage:At this stage:Students and teacher work together to Students and teacher work together to decide how to use the questions.decide how to use the questions.

Example:Example: After prioritizing questions, After prioritizing questions, students and the teacher agreed on this students and the teacher agreed on this question for their Socratic Seminar question for their Socratic Seminar discussion: discussion: “How do poverty and injustice “How do poverty and injustice lead to violence in lead to violence in A Tale of Two CitiesA Tale of Two Cities?” ?”

6. Students Reflect on What They 6. Students Reflect on What They Have LearnedHave Learned

Review the steps and provide students Review the steps and provide students with an opportunity to reflect and refine.with an opportunity to reflect and refine.

QFT process is transparent, helping QFT process is transparent, helping students see what they have done and students see what they have done and how it contributed to their thinking and how it contributed to their thinking and learning. They can internalize the process learning. They can internalize the process and then apply it in many other settings.  and then apply it in many other settings. 

““ A key long-term goal of education is for students to A key long-term goal of education is for students to become better questioners because in the end – become better questioners because in the end – with much knowledge made quickly obsolete in the with much knowledge made quickly obsolete in the modern world – the ability to question is central to modern world – the ability to question is central to meaningful learning and intellectual achievement at meaningful learning and intellectual achievement at high levels.”high levels.”

Jay McTighe and Grant

Wiggins

Wishing you all the best as you Wishing you all the best as you charge into the new school year!charge into the new school year!

www.wolfewhere.com

ResourcesResources

Print Media:Print Media:Essential Questions: Opening Doors to Essential Questions: Opening Doors to Student UnderstandingStudent UnderstandingWiggins, G. and McTighe, J. (2013). Association Wiggins, G. and McTighe, J. (2013). Association for Supervision and Curriculum Development for Supervision and Curriculum Development (ASCD) (ASCD)  Understanding by Design Guide to Creating Understanding by Design Guide to Creating High Quality UnitsHigh Quality UnitsWiggins, G. and McTighe, J. (2011). Association Wiggins, G. and McTighe, J. (2011). Association for Supervision and Curriculum Development for Supervision and Curriculum Development (ASCD)(ASCD)

ResourcesResourcesWebsites:

• www.livebinders.com LiveBinders is your 3-ring binder for the web, has an online binder for content curation on Essential Questions• Unpacking The Common Core Standards Using The UbD Unpacking The Common Core Standards Using The UbD Framework (DVD)Framework (DVD) Wiggins, G. and McTighe, J. (2012). Association Wiggins, G. and McTighe, J. (2012). Association for Supervision and Curriculum Development (ASCD) for Supervision and Curriculum Development (ASCD) • http://jaymctighe.com/ - Great EQ resource to get started - Great EQ resource to get started• http://www.nga.org/cms/home.html - Common Core source - Common Core source•http://www.nextgenscience.org/ - Common Core source - Common Core source•http://www.resa.net/curriculum/curriculum/science/professionaldevelopment/ngss-pd/demension1/

- Common Core source - Common Core source• http://rightquestion.org/blog/happy-2013/ - Question Formula - Question Formula TechniqueTechnique