Avoiding the Bulldozer (or Raking) Approach

1. Avoiding the Bulldozer (or Raking) Approach The Questioning Process for Success Gerry Solomon NC DPI

2. Objectives • Be able to articulate the relevance of questioning to essential learning skills • Be able to collaborate with teachers in designing questions • Be able to help students create their own questions

3. Learning and Innovation Skills Creativity and Innovation Skills Critical Thinking and Problem Solving Skills Communication and Collaboration Skills Information, Media and Technology Skills Information Literacy Media Literacy ICT Literacy

4. Life and Career Skills Flexibility & Adaptability Initiative & Self-Direction Social & Cross-Cultural Skills Productivity & Accountability Leadership & Responsibility

5. Framework for 21st Century Learning www.21stcenturyskills.org

6. “The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st century.” State Board of Education http://www.ncpublicschools.org/state_board/AboutSBE.html

7. Why do students get frustrated with research?

8. Where do I start? What am I looking for? Is this what I need? Why, Why am I doing this? What do I do with ALL this information?

9. Ending Topical Research! “If we keep assigning topics, students will drive their earth moving equipment through the information landfill, pleased by the height and depth of the piles.” McKenzie, Jamie. "Putting an End to Topical Research." From Now On. Vol 16 No 3. February 2007. Date Accessed 2 20 2007 <http://www.fno.org/feb07/topic.html>.

10. The Global Challenge “To be ‘competitive’ now, U.S. students must develop sophisticated critical thinking and analytical skills to manage the conceptual nature of the work they will do. They will need to be able to recognize patterns, create narrative, and imagine solutions to problems we have yet to discover.They will have to see the big picture and ask the big questions.” House, Gerry. "Closing the 'Reality Gap'." American School Board Journal Special Report, April 2006. <http://www.asbj.com/MainMenuCategory/Resources.aspx.

11. Indicator 1.1.3: Develop and refine a range of questions to frame the search for new understanding. At Grade 5: • Formulate questions about the topic with guidance. • Predict answers to inquiry questions … • Assess questions to determine which can be answered by simple facts… and which would lead to an interesting inquiry. Standards for the 21st Century Learner in Action, Draft 2, AASl, http://www.ala.org/ala/mgrps/divs/aasl/aaslproftools/standardsinaction/Draft2/All_sections_Draft2.doc

12. The Essential Question • Big idea • Constructed from information gathered • How, Why, What If?

13. FAT Questions • Look for connections between information • Trigger forming an opinion about the information found • Use comparisons and looking for patterns • Require THOUGHTFUL answers IN 2 EDU: Information Literacy http://www.in2edu.com/downloads/infolit/index.htm

14. FAT vs. Skinny Genetic manipulation Immigration A Book Character Erosion

15. Variations… Why Does It Matter that… Why Is It Important that… Debra C. Rollins, Assistant Librarian James C. Bolton Library, Alexandria VA

16. Measure the Questions • Inch – Y or N • Foot – One or Two words • Yard – Read and put in your own words • Mile – Think deeply and synthesize Baltimore Co Public Schools/Office of Library Information Services

17. Supporting Questions • Help answer the Essential Question • Fact based • Who, What, Where, When

18. How could advances in the Human Genome project affect us in the years to come? • What is the Genome Project? • What information has been gathered? • What are scientists doing with the information? • ? • ?

19. Erosion • What is erosion?

20. Helping Students Ask Meaningful Questions “Teachers modeling their own questions helps students to get into the ‘I wonder’ mode.” Kuhlthau, Carol, L. K. Maniotes, & A. K. Caspari (2007). Guided Inquiry: Learning in the 21st Century. Westport, CT: Libraries Unlimited.

21. Helping Students Ask Meaningful Questions • Brainstorming • Deep Thinking – how/why • Prompts – McKenzie Questioning Toolkit • Linkages – use of evidence Lamb, Annette and Larry Johnson. Turning Fiascos into Fiestas: Building Successful Inquiry Experiences. http://spotlight1.data3m2.com/?t=19

22. Interactive Student Guide to Using the Information Process Model Baltimore County Public Schools Office of Library Information Services

23. The Question Conjure-Upper Kaleidoscope

24. Biography Maker

25. Thought Starters Purdue University Online Writing Lab (OWL)

26. The Thesis Generator Joyce Valenza Springfield Township (PA) Virtual HS Library

27. Create Categories • Group their questions into categories • Align the categories to your supporting questions • Model how you categorized • Circle keywords D.J. Midgett

29. Careers Information

30. Thanks to D.J. Midgett

31. Fourth Grade: Communication Invention D.J. Midgett

32. Gina Webster, Media Coordinator Walkertown Middle School, Winston-Salem/Forsyth Schools

33. No More Bulldozing(or Raking)!

34. Gerry Solomon, NCDPIgsolomon@dpi.state.nc.us In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, N C Public Schools administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.