Essential Questions and Clear Learning Targets: Creating Quality Lessons and Assignments : Essential Questions and Clear Learning Targets: Creating Quality Lessons and Assignments Do you have your curriculum? : Do you have your curriculum? Tents
Options for Work Sessions
Questions? Before we begin… : Before we begin… Agenda : Agenda Session EQ : Session EQ How could the use of high quality overarching essential questions, clear learning targets, and ongoing formative assessment change the way I approach student learning? Developing a Shared Language : Developing a Shared Language Knowledge Rating Activity Mastery Learning : Mastery Learning Mastery Learning : Mastery Learning Common Mastery Learning Initiatives : Common Mastery Learning Initiatives Mastery Learning : Mastery Learning Structure of Knowledge : Structure of Knowledge Starting with Clear Learning Goals : Starting with Clear Learning Goals Clear Learning Goals : Clear Learning Goals Why Clear Learning Goals : Why Clear Learning Goals From Objectives to Clear Learning Goal : From Objectives to Clear Learning Goal Clear Learning Goals Samples : Clear Learning Goals Samples Clear Learning Goals Samples : Clear Learning Goals Samples Writing Clear Learning Goals : Writing Clear Learning Goals Moving from Goals to Targets : Moving from Goals to Targets Discussion Points : Discussion Points To what extent do your students understand what they need to learn in your class?
How do you know?
How do you share learning goals with your students? Why Clear Learning Targets : Why Clear Learning Targets Clear Learning Targets Samples : Clear Learning Targets Samples Clear Learning Targets Samples : Clear Learning Targets Samples Writing Clear Learning Targets : Writing Clear Learning Targets From Clear Learning Targets to Stepping Stone Questions : From Clear Learning Targets to Stepping Stone Questions Stepping-Stone Questions : Stepping-Stone Questions Stepping Stones Questions : Stepping Stones Questions Bridge the space between objectives and essential questions
Guide the learning process
Are “teacherly” questions with more close ended, factual responses
Usually the learning target in the form of a question Writing Stepping Stones Questions : Writing Stepping Stones Questions If the textbook contains the answers, then what were the questions? : If the textbook contains the answers, then what were the questions? Stepping Stone Question Samples : Stepping Stone Question Samples Stepping-Stone Question Samples : Stepping-Stone Question Samples Writing Stepping Stone Questions : Writing Stepping Stone Questions From Stepping Stone Questions to Essential Questions : From Stepping Stone Questions to Essential Questions Essential Questions: The Paradigm Shift : Essential Questions: The Paradigm Shift Working Definition of EQ : Working Definition of EQ Two minutes
Define Essential Question
Is there anything you want to add to your definition after viewing the video? Essential Questions : Essential Questions Essential Questions : Essential Questions Each student brings… : Each student brings… Kid-Friendly Edit : Kid-Friendly Edit Overarching Essential Questions : Overarching Essential Questions Require students to use prior knowledge, new information and individual research/experiences in order to formulate a response.
Are the “big” one to three questions students should be able to answer at the end of the unit.
http://www.authenticeducation.org/bigideas/nj_videos/bigideas.html Encourage Analysis, Synthesis, Evaluation Reflection “But… I can’t create an EQ!” : “But… I can’t create an EQ!” Criteria for Essential Questions : Criteria for Essential Questions Easy to Understand
No difficult Vocabulary
Broad Terms / Open ended
Much to Interpret
Extends beyond the curriculum
Posted in the Classroom EQ Activity : EQ Activity Quiz: EQ or Not : Quiz: EQ or Not EQs : EQs Which President of the United States has had the most disappointing legacy?
To what extent are science and common sense related?
What do you suppose would happen if we took away all television?
How can our nation best handle the influx of immigrants? Revised EQs : Revised EQs Who were the real winners and losers of the Civil War?
Are Toad and Frog really friends?
What are copyright laws governing new technologies?
Why was the Magna Carta important?
How do insects survive so well?
Why do you suppose the character in the story decided to abandon his friend? Who are the real winners and losers in war?
Who is a true friend? How will you know?
How should the copyright laws be adjusted to take into account the impact of new technologies?
What qualities guarantee that a political document endures over time?
In nature, do only the strong survive? What is “survival strength”?
Why do some friendships end? Unrevised Questions : Unrevised Questions What are the characteristics of the organic molecules?
What is the pattern?
Yes and No Essential Question Samples : Essential Question Samples Essential Question Samples : Essential Question Samples Presentation to Students : Presentation to Students Important that EQs are posted for students to access, ponder and begin formulating responses. Writing Essential Questions : Writing Essential Questions Revisit Knowledge Rating : Revisit Knowledge Rating Grab your stickies…
What questions still linger? Share One – Get One : Share One – Get One How could the use of high quality overarching essential questions, clear learning targets, and ongoing formative assessment change the way I approach student learning? Shared Language Activity : Shared Language Activity Formative Assessment : Formative Assessment A Few Examples of Formative Assessment : A Few Examples of Formative Assessment What’s Next? : What’s Next? Work Session : Work Session Creating Quality Assignments: A Teacher Tool
Curriculum / Resources
Focus on Instruction Last Word… : Last Word… References : References Brookhart, Susan M. (2006). Formative assessment strategies for every classroom. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Brookhart, Susan M. (2009). Exploring formative assessment. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Brookhart, Susan M. (2008). How to give effective feedback to your students. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Brookhart, S., & D'Arcangelo, M. (2008). The power of formative assessment to advance learning. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Chappuis, J. (2005). Helping students understand assessment. Educational Leadership, 63(3), 39-43.
Clark County School District-Assessments & Accountability and Educational Testing Services (ETS). (2007). Using Quality Assessments to Target Instruction.
Cotton, K. (1991). Close-Up #11: Teaching Thinking Skills. Retrieved date, from Northwest Regional Educational Laboratory's School Improvement Research Series Web site: http://www.nwrel.org/scpd/sirs/6/cu11.html
Covey, S. R. (2004). The 7 Habits of Highly Effective People. New York City: Free Press.
Duncan, A., Kryza, K., & Stephens, S. J. (2007). Inspiring Middle and Secondary Learners: Honoring
Differences and Creating Community Through Differentiating Instructional Practices. Thousand Oaks, CA: Corwin Press.
Essential questions. (2005.). The question mark. Retrieved November 10, 2009, from http://questioning.org/mar05/essential.html
Essential Questions (2008). Essential questions. Retrieved August 1, 2008, from Spartanburg School District 3 Web site: http://www.spa3.k12.sc.us/essentialquest.htm References : References Framing Essential Questions. (1996). Retrieved September 23, 2009, from www.fno.org/sept96/questions.html (2002). Writing essential questions. Retrieved August 1, 2008, from myprojectpages.com Web site: http://www.myprojectpages.com/support/ess_questpopup.htm
Formative Assessment Workshop. (n.d.). Retrieved September 26, 2009, from http://www.slideshare.net/elliottsfourthgrade/formative-assessment-workshop-presentation
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
McTighe, Jay. "Essential questions: Doorways to understanding." Northeast ASCD Affiliate Conference. Northeast ASCD, n.d. Web. 15 Nov. 2009. <www.neascd.org/files/Essential%20Questions%20slid
Nellan, Ted (2008). What is an essential question?. Retrieved August 1, 2008, from The Nellan Family Jewels Web site: http://www.tnellen.com/alt/essential.html
Stiggins, R. , Arter, J., Chappuis, J., & Chappuis, S. (2006). Classroom Assessment for Student Learning: Doing It Right, Using It Well. Princeton, New Jersey: Educational Testing Services.
Themes & Essential Questions Framing Inquiry & Promoting Critical Thinking. (2004). Retrieved September 23, 2009, from www.greece.k12.ny.us/instruction/ela/6-12/essential%20questions/Index.htm
Westerberg, T. (2009). Becoming a great high school: 6 strategies and 1 attitude that make a difference. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Wiggins, G. & McTighe, J. (2005). Understanding by Design. Association for Supervision & Curriculum Development: Alexandria, VA.
Wiggins, G., What is an essential question?. Retrieved August 17, 2008 from Big ideas, an authentic e-journal: Web site: http://www.authenticeducation.org/bigideas/article.lasso?artId=53 Slide 74: This work is licensed under a
Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
For more information, visit http://creativecommons.org .
Credit info: Heather Mullins
Hickory Public Schools