avoiding the bulldozer (or raking) approach
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Avoiding the Bulldozer (or Raking) Approach. The Questioning Process for Success Gerry Solomon NC DPI. Objectives. Be able to articulate the relevance of questioning to essential learning skills Be able to collaborate with teachers in designing questions - PowerPoint PPT PresentationTRANSCRIPT
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Avoiding the Bulldozer (or Raking) Approach
The Questioning Process for SuccessGerry Solomon
NC DPI
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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
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Learning and Innovation SkillsCreativity and Innovation Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
Information, Media and Technology SkillsInformation Literacy
Media Literacy
ICT Literacy
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Life and Career Skills
Flexibility & Adaptability Initiative & Self-Direction
Social & Cross-Cultural Skills Productivity & Accountability Leadership & Responsibility
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State Board of Education
“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.”
http://www.ncpublicschools.org/state_board/AboutSBE.html
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Why do students get frustrated with
research?
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Where do I start?
What am I looking for?
Why, Why am I doing this?
Is this what I need?
What do I do with
ALL this information?
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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>.
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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.
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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
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The Essential Question
–Big idea
–Constructed from information gathered
–How, Why, What If?
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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 Literacyhttp://www.in2edu.com/downloads/infolit/index.htm
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FAT vs. Skinny
Genetic manipulationImmigration
A Book CharacterErosion
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Variations…
Why Does It Matter that…
Why Is It Important that…
Debra C. Rollins, Assistant Librarian
James C. Bolton Library, Alexandria VA
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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
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Supporting Questions
• Help answer the Essential Question
• Fact based
• Who, What, Where, When
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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?• ?• ?
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Erosion• What is erosion?
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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.
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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
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Interactive Student Guide to Using the
Information Process Model
Baltimore County Public SchoolsOffice of Library Information Services
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KaleidoscopeKaleidoscope
The Question The Question Conjure-UpperConjure-Upper
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Biography Maker
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Thought Starters
Purdue University Online Writing Lab (OWL)
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The Thesis Generator
Joyce ValenzaSpringfield Township (PA)
Virtual HS Library
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Create CategoriesCreate Categories
• Group their questions into categories
• Align the categories to your supporting questions
• Model how you categorized
• Circle keywords
D.J. Midgett
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Career
What do you do in your job?
What did you have to learn?
What is your work setting?
What are the good/hard things?
How do you use your pay?
Careers InformationCareers Information
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How will learning about stars help us to
know more about earth?
What are the 5 different kinds of
stars?
What is the distance of the
closet star? And others
What is a constellation
and how were they
used?
What instruments are
used to observed stars?
What is the life span of stars?
Why is the closest star important?
Thanks to D.J. Midgett
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Fourth Grade: Fourth Grade: Communication InventionCommunication Invention
Topic Information Source Source Source
Invention
Inventor
Date Invented
Description
How It Works
Diagram
Senses
Other
Communication Research Checklist
D.J. Midgett
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Gina Webster, Media Coordinator Walkertown Middle School, Winston-Salem/Forsyth Schools
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No More Bulldozing(or Raking)!
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Gerry Solomon, [email protected]
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.