Asking Good Questions is Essential Why If they

Asking Good Questions is Essential! • Why? ? ? • If they can put a man on the moon, why can’t they make a decent foot? What can a question do? What business are we in now— and is there still a job for me? Are questions becoming more valuable than answers? Is “knowing” obsolete? Why does everything begin with Why? How do you move from asking to action?

How Teachers Present Questions • Study after study has shown that the majority of teachers' questions are leading and low-level, focused on factual knowledge. Here is a brief summary of such findings (Pagliaro, 2011, p. 13): Ever since the first reported study on questioning was conducted in 1912, it has been noted that a vast majority of questions asked by teachers are low level (Wragg, 1993; Wilen, 2001; Wragg & Brown, 2001). Moreover, these low-level questions are predominantly asked from the elementary school through university levels (Albergaria-Almeida, 2010)…. One recent study indicated that teachers ask as many as 300 to 400 questions a day (Levin & Long, 1981). They also tend to ask them in rapid-fire fashion. Teachers in third grade reading groups asked a question every 43 seconds (Gambrel, 1983) and teachers in junior high English classes averaged as many as five questions a minute.

You don’t learn unless you question! • The glut of knowledge has another interesting effect, as noted by author Stuart Firestein : It makes us more ignorant. That is to say, as our collective knowledge grows— as there is more and more to know, more than we can possibly keep up with— the amount that the individual knows, in relation to the growing body of knowledge, is smaller. The good news, Firestein notes, is that there is more ignorance for us to explore. There are more “collectively known” things that we, as individuals, can learn about and a vast expanse of unknown things we could, potentially, discover. Overall, there’s more darkness into which we can shine that “question flashlight. ” • MIT’s Joi Ito says that as we try to come to terms with a new reality that requires us to be lifelong learners (instead of just early-life learners), we must try to maintain or rekindle the curiosity, sense of wonder, inclination to try new things, and ability to adapt and absorb that served us so well in childhood. We must become, in a word, neotenous (neoteny being a biological term that describes the retention of childlike attributes in adulthood). To do so, we must rediscover the tool that kids use so well in those early years: the question. Ito puts it quite simply: “You don’t learn unless you question. ” • Berger, Warren (2014 -03 -04). A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas (Kindle Locations 453 -458). . BLOOMSBURY PUBLISHING. Kindle Edition

Why Essential Questions are Important!

What makes a good teacher?

Go to groups and respond to question on sheet-Shopping

Questioning Never Ends! • Arguably, questioning is the most timeless and fundamental stratagem employed by teachers from Confucius to Aristotle to Descartes to provoke learners. In the past 20 years, the role of the essential question has risen as a curricular compass, setting the pathway for the learner, due in no small measure to the power of models such as Understanding by Design.

Essential Questions What are they and how do you write one?

Definition: What Is an Essential Question? • Students have to think critically to answer an essential question. Instead of simply looking up answers, they conduct research and create an original answer. An essential question: – – – provokes deep thought. solicits information-gathering and evaluation of data. results in an original answer. helps students conduct problem-related research. makes students produce original ideas rather than predetermined answers. – may not have an answer. – encourages critical thinking not just memorization of facts.

“Essential vs. Traditional Questions" • Which one is an essential question? Why? – “Where is Hong Kong? " – Which city in Southeast Asia is the best place to live? – Which serious disease most deserves research funding? – “What is AIDS? "

7 Defining Characteristics of an Essential Question • 1. Is open-ended; that is, it typically will not have a single, final, and correct answer • 2. Is thought-provoking and intellectually engaging, often sparking discussion and debate • 3. Calls for higher-order thinking, such as analysis, inference, evaluation, prediction. It cannot be effectively answered by recall alone. • 4. Points toward important, transferable ideas within (and sometimes across disciplines) • 5. Raises additional questions and sparks further inquiry • 6. Requires support and justification, not just an answer • 7. Recurs over time; that is, the question can and should be revisited again and again. You can have over-arching and topical type questions!

Bloom’s Taxonomy • Essential Questions are found at the top of Bloom's Taxonomy (Bloom, 1954). • They require readers to: – EVALUATE (make a thoughtful choice between options, with the choice based upon clearly stated criteria) – SYNTHESIZE (invent a new or different version) – ANALYZE (develop a thorough and complex understanding through skillful questioning).

Why Use Essential Questions? • The short answer is that essential questions make our unit plans more likely to yield focused and thoughtful learning and learners. The best EQs, handled well, make crystal-clear to students that passive learning is a no-no in the classroom; that thinking is required, not optional. Some other reasons: 1. They signal inquiry is a key goal of education (low level questions) 2. They make it more likely that the unit will be intellectually engaging (sports) 3. Help to clarify and prioritize standards for teachers. (wade through endless amounts of stuff) 4. Provide transparency for students (help students know what to focus on) 5. Encourage and model metacognition (shows them how to learn to ask the right questions) 6. Provide opportunities for intra-and interdisciplinary connections. (can connect units) 7. Support meaningful differentiation (can hit all levels of learners)

Annotate the Story Consider how this story relates to why teachers need to use essential question.

Types of Essential Questions • • • Which one? How? What if? Should? Why?

“How Questions" • Examples: – What are some sustainable solutions to environmental problems in your neighborhood, and how could they be implemented?

"What if Questions" • What if questions are hypothetical, questions which ask you to use the knowledge you have to pose a hypothesis and consider options. • Examples: – "What if the Cultural Revolution had never happened? " – "What if students didn’t have to go to school? ”

"Should Questions" • Should questions make a moral or practical decision based on evidence. • Examples: – "Should we clone humans? “ – "Should we discontinue trade with countries that abuse human rights? "

"Why Questions" • Why questions ask you to understand cause and effect. "Why" helps us understand relationships; it helps us get to the essence of an issue. • Examples: – "Why do people abuse drugs? " – "Why is the death rate higher in one Third World country than another? "

Skinny vs. “Fat” Questions • What are Fat Question? – Open-ended questions, which can be argued and supported by evidence. • Examples: – Skinny Question: "When was the Declaration of Independence signed? " – Fat Question: "What would have happened had we not signed it? ”

You can “unpack” common core standards to write essential questions • • Standard: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. What logical inferences can I draw, based upon what is in the text? What specific evidence in the text supports my ideas? • • • Desired Understandings, Themes, Theories, Policies, Misconceptions, Skills Concept: Obesity What is an ideal weight? Theme: A balanced diet What should we eat? Policy: Government taxes or bans on sugary drinks and alcoholic beverages Should government have a say in what people eat and drink? Misconception: If it’s written in a (textbook, newspaper, or in Wikipedia) it must be true. How do we know what to believe in what we read? Skills: Writing five paragraph essay-match word choice with purpose and audience How can I best achieve my purpose with the audience? • Essential Questions should be REVISED A LOT!

How do you write an essential question? 1. Consider the focus of the unit or lesson activity: 1. Substance abuse, drug addiction, legal & illegal drugs (use your inspiration mind map) 2. Ideas for a good essential question: 1. may stem from your particular interests in a topic (e. g. What makes a drug “good”? , community resources (How is China dealing with substance abuse? ) 2. Begin with the 6 typical queries that newspaper articles address: Who? What? Where? When? Why? and How? 3. From these questions formulate your essential question. 4. Use: Which one? How? What if? Should? Why?

Essential Questions for my Unit • • • • Essential Questions: (Students will choose which one they want to follow throughout the course of the play!) 1. Is passive acceptance of injustice the greatest evil of all? 2. Do false charges harm the accuser as much as the accused? 3. Are those who claim to speak for God furthering their own ambitions? 4. Are people willing to believe outrageous lies when those lies serve their interests? 5. Are the evils of jealousy, greed, and ambition more powerfully destructive than any supernatural evils? 6. Are those who are the most judgmental those with the most to hide? 7. Does resistance to injustice carry its own reward? 8. Are ordinary people when faced with extraordinary situations capable of great deeds? 9. Can things be untrue even if many people believe in it? 10. Do we leave ourselves vulnerable to enemies when we conceal our sins? 11. Are law and justice the same thing? 12. Is it better to sacrifice your life or your principles?

Response Strategies Wait Time: Give students time to respond Think-Pair-Share Random Calling-Stick Picks on IPAD Class Survey-Cell Phones-texting More than One Answer Probe Prompts Devil’s Advocate Inviting Student Questions Anticipation Guides Journal Responses Writing Socratic Seminar

Examples of Open-ended Questions • • • • • How would you…? What would result if…? How would you describe…? How does…compare with…? What is the relationship between…? What would happen if…? How could you change…? How would you improve…? How do you feel about…? Why do you believe…? What is your opinion of…? What choice would you have made…? What would you do differently? Why do you feel…? How would you go about solving the problem…? If you were in this position what would you do? Why do you/don’t you support…? What could improve…?

Culture: Values, Beliefs & Rituals • • • How do individuals develop values and beliefs? What factors shape our values and beliefs? How do values and beliefs change over time? How does family play a role in shaping our values and beliefs? Why do we need beliefs and values? What happens when belief systems of societies and individuals come into conflict? • When should an individual take a stand in opposition to an individual or larger group? • When is it appropriate to challenge the beliefs or values of society? • Are there universal characteristics of belief systems that are common across people and time?

Social Justice Questions • • • What is social justice? To what extent does power or the lack of power affect individuals? What is oppression and what are the root causes? How are prejudice and bias created? How do we overcome them? What are the responsibilities of the individual in regard to issues of social justice? • Can literature serve as a vehicle for social change? • When should an individual take a stand against what he/she believes to be an injustice? What are the most effective ways to do this? • What are the factors that create an imbalance of power within a culture?

Interdisciplinary Questions An Example of a Complex question: What can be done about the number of people who abuse illegal drugs? Some of the domains of questions inherent in this question: Economic What economic forces support drug use? What can be done to minimize the influence of money involved in drug culture? Political What possible solutions to drug abuse are politically unacceptable? Are there any potential politically realistic solutions? To what extent does the political structure exacerbate the problem? Social/Sociological What social structures and practices support drug abuse? How does gang membership contribute to drug abuse? How does membership within any group contribute to the problem or, conversely, insulate group members from abusing drugs? How do factors such as stress, individual personality differences, and childhood traumas affect the potential to abuse drugs? Psychological Biological How do genetics play a role in drug abuse? What biological changes in the body, resulting from drug abuse, contribute to the problem? Educational What can educational institutions do to reduce the incidence of drug abuse? What role are they now playing to support or diminish the problem? Religious What can religious institutions do to reduce the incidence of drug abuse? What role are they now playing in regard to the problem? Cultural What cultural beliefs support the drug-abuse problem? What can we learn from cultures that have a low incidence of drug abuse? Paul, Richard ; Elder, Linda (2005 -01 -04). The Miniature Guide to The Art of Asking Essential Questions (Kindle Locations 318 -324). Foundation for Critical Thinking. Kindle Edition.

Essential Questions are Essential to Future Learning “This is all well and good, ” we hear, “but we have too much content to cover to take time to engage learners in inquiry, discussion, and debate. Plus, the tests for which we are accountable do not ask such questions; and, after all, we have to prep for those tests. ” With all due respect, we beg to differ. In the first place, an educator's job is not to simply cover content. Our role is to cause learning, not merely mention things. Our task is to uncover the important ideas and processes of the content so that students are able to make helpful connections and are equipped to transfer their learning in meaningful ways. If we perceive our role as fundamentally a deliverer of content, then talking fast in class is the optimal instructional method! But if we wish to engage learners in making meaning of the learning so that they come to understand it, then essential questions will serve the cause of mastery of content.

Questioning Resources • • Asking Essential Questions http: //www. biopoint. com/ibr/askquestion. html The Key to Understanding Essential Questions http: //www. hannibal. cnyric. org/Acrobat%20 docs/ESSENTIAL%20 QUESTIO NS%20 For%20 high%20 School. pdf Themes and Essential Questions: Framing Inquiry and Critical Thinking http: //www. greece. k 12. ny. us/instruction/ELA/612/Essential%20 Questions/Index. htm Asking Essential Questions http: //www. il-tce. org/present 04/flesser. pdf Berger, Warren (2014 -03 -04). A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas (Kindle Locations 3127 -3138). BLOOMSBURY PUBLISHING. Kindle Edition. Paul, Richard ; Elder, Linda (2005 -01 -04). The Miniature Guide to The Art of Asking Essential Questions (Kindle Locations 106 -115). Foundation for Critical Thinking. Kindle Edition. Scholastic Essential Questions: Opening Doors to Student Understanding by Jay Mc. Tighe and Grant Wiggins