464 proj this one

Question Driven Teaching in Language Arts : 

Question Driven Teaching in Language Arts

How did you go about reading and thinking about this play? : 

How did you go about reading and thinking about this play?

Slide 4: 

How do the relationships in our lives shape our values and actions?

How do the relationships in our lives shape our values and actions?How would this question change the way a class would read and think about Romeo and Juliet?How would it change what a teacher does? How does it change a student’s experience? : 

How do the relationships in our lives shape our values and actions?How would this question change the way a class would read and think about Romeo and Juliet?How would it change what a teacher does? How does it change a student’s experience?

What is question driven teaching? : 

What is question driven teaching? The use of questions as a curricular framework Instruction that . . . is organized around “essential” higher-level questions that provoke multiple perspectives to help students understand “big ideas” and to help them shape the way they think critically for themselves. focuses on big ideas and enduring questions over extended periods of time to add depth and rigor to the curriculum.

Using a big idea question to . . . : 

Using a big idea question to . . . Prepare and help students in effective classroom discussion Connect what they learn to themselves, to the world, and to other texts Clarify, extend, assess, and deepen understanding Organize instruction

Slide 8: 

Pick one: Consider what it would require to fully answer it.

Slide 9: 

“Teachers must switch their instruction from what must be taught to what kinds of teaching will maximize learning.” Why organize instruction in this way?

Why teach this way? (con’t) : 

Why teach this way? (con’t) “A of weaving in a critical approach to teaching” (Wilson and Alvermann 2010, p. 8) Ms. Thompson “wanted her students to develop a critical awareness . . .and involve them in activities that demonstrate how interpretations of multimodal texts are ‘part and parcel of specific social, cultural, institutional, and political practices” (p.8) It allows students to apply comprehension strategies to multimodal texts.

Why teach this way? (con’t) : 

Why teach this way? (con’t) It provides opportunities to have learners “move across sign systems . . .invent connections between them . . .and have richer and more complex understandings” (Alvermann and Wilson, p. 4)

Slide 12: 

How do the relationships in our lives shape our values and actions?

Slide 13: 

“I have concluded that in a flat world, IQ- Intelligence Quotient – still matters, but CQ and PQ – Curiosity Quotient and Passion Quotient – matter even more. I live by the equation CQ+PQ>IQ. Give me a kid with a passion to learn and a curiosity to discover and I will take him or her over a less passionate kid with a high IQ every day of the week” (p.304)

Slide 14: 

Sir Ken Robinson

“Questions are the Swiss Army Knife of an active, disciplined mind trying to understand texts or concepts and communicate that understanding to others.” : 

“Questions are the Swiss Army Knife of an active, disciplined mind trying to understand texts or concepts and communicate that understanding to others.” Exhibit Curiosity 80% See other points of view 77% Challenge their own beliefs 77% Engage in intellectual discussions 74% Generate hypotheses 72%

Darling-Hammond’s principles of learning: : 

Darling-Hammond’s principles of learning: 1.) Prior knowledge of students must be addressed 2.) Students need to organize and use knowledge conceptually if they are to apply beyond the classroom. 3.) Students need to understand how they learn and how to manage their own learning. How do the relationships in our lives shape our values and actions?