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Essential Questions Book Study

Essential Questions Book Study. P.R.I.D.E. Professional Reflection on Instruction & Development of Educators. Learning Target: February 5, 2014 I can identify characteristics that make a question “essential”. Chapter 1. What Makes a Question Essential?. Agenda (Strategic Teaching):

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Essential Questions Book Study

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  1. Essential Questions Book Study P.R.I.D.E. Professional Reflection on Instruction & Development of Educators

  2. Learning Target: February 5, 2014 I can identify characteristics that make a question “essential”. Chapter 1 What Makes a Question Essential? • Agenda (Strategic Teaching): • Introduction • Give One, Get One • World Cafe • Exit Slip

  3. Page 1 What are the characteristics? Essential Questions Non Essential Questions • How do the arts shape, as well as reflect, a culture? • What do effective problem solvers do when they get stuck? • How strong is the scientific evidence? • Is there ever a “just” war? • How can I sound more like a native speaker? • Who is a true friend? • What common artistic symbols were used by the Incas and the Mayans? • What steps did you follow to get your answer? • What is a variable in scientific investigations? • What key event sparked World War 1? • What are common Spanish colloquialisms? • Who is Maggie’s best friend in the story?

  4. Defining Characteristics of a “Good” Essential Question… Page 3 • Is open-ended; that is, it typically will not have a single, final, and correct answer. • Is thought-provoking and intellectually engaging, often sparking discussion and debate. • Calls for higher-order thinking, such as analysis, inference, evaluation, prediction. It cannot be effectively answered by recall alone.

  5. Defining Characteristics of a “Good” Essential Question… Page 3 • Points toward important, transferable ideas within (and sometimes across) disciplines. • Raises additional questions and sparks further inquiry. • Requires support and justification, not just an answer. • Recursover time; that is, the question can and should be revisited again and again.

  6. Give One, Get One 1minute • Write down a key understanding from the first 3 pages of material. 3 minutes • Circulate around the room, talking to 3 different people. • Offer one of the ideas on your list for one of theirs. • Jot down names. Back in a large group, we will share interesting ideas that we learned from others.

  7. Page 3 When it comes to standards, are we coveringthe standard or uncoveringthe standard? What’s the difference??

  8. Quiz on page 4 How did you do??

  9. World Café Table 1: Silent Conversations “Two Sides of a Coin” Page 4 Table 2: Golden Line “Three Connotations of Essential” pg5 Table 3: It Says…My Table Says…And So “Intent Trumps Form” pg 7-8 Table 4: Three W’s “Metacognitive and Reflective Questions” pg 10-12

  10. Silent Conversations • You will be participating in a conversation about an element of something we have been working on. • In this conversation, no one will be talking. • This conversation will take place in a “public” writing. • You will use different colored markers and will be working on a sheet of chart paper at your table. • It is important to look critically at each other’s ideas while keeping a respectful, safe environment to do work. • You will write your response/thoughts on the following topic…

  11. Golden Line 1. Read the text silently, identify those parts of the text that: •Raise questions for you • Confirm what you already believe • Make you say, “Ah Ha” • Conflict with your beliefs • Cause you to reconsider prior assumptions 2. Choose a “golden line” that you want to share with the group. 3. Each person has one minute to share his/her line, by directing group members into the text, reading the chosen line and then explaining the significance of that line. 4. As each person reads and responds to their “golden line” all group members quietly listen.

  12. It Says, I Say, and Sohttp://www.readingrockets.org/pdfs/inference-graphic-organizer.pdf

  13. Three W’shttp://edc448uri.wikispaces.com/file/view/40_ways_to_leave_a_lesson.pdf Students discuss or write • What did we learn today ? • So What ?(relevancy, importance, usefulness) • Now What? (how does this fit into what we are learning, does it affect our thinking, can we predictwherewe are going)

  14. World Café Table 1: Silent Conversations “Two Sides of a Coin” Page 4 Table 2: Golden Line “Three Connotations of Essential” pg5 Table 3: It Says…My Table Says…And So “Intent Trumps Form” pg 7-8 Table 4: Three W’s “Metacognitive and Reflective Questions” pg 10-12

  15. Exit Slip-2 minutes Complete ONE statement about today’s lesson: • The thing that made the most sense to me today was… • One thing that I just don’t understand is… • One thing I would like more information about is… • I need more examples of… • The most important concept that we discussed today was… • I was confused by… • The thing we did today that best fit my learning style was…

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