educ 616 –curriculum design and instruction

ClassroomSession 3ClassroomSession 3

EDUC 616 –CURRICULUM DESIGN

AND INSTRUCTION

Week 2

Benedictine University 1


Web Source: Unless otherwise indicated, the material in the following slides is attributed to this site: Foundation for Critical Thinking www.criticalthinking.org

THE QUALITY OF OUR THINKING IS GIVEN IN THE

QUALITY OF OUR QUESTIONS


http://www.criticalthinking.org/

ClassroomSession 3ClassroomSession 3 The Art of

Questioning• It is not possible to be both a good thinker and a poor questioner

• Questions define tasks, express problems, and delineate issues

• A mind with no questions is a mind that is not intellectually alive

• Not asking questions equals a lack of understanding



Questioning• Most researchers and educators agree with the assentation

that:o “…to question well is to teach well”

(DeGarmo, C. Interest and Education. New York: Macmillan, 1911.)

• For over 120 years, much advice has been offered concerning questioning techniques for teachers

• If teachers or students were polled to identify the factors they considered essential to good teaching, the common thread would be communication

• Since communication is an essential part of teaching, and questioning is an integral part of classroom verbal interaction…

• To a great degree teacher effectiveness is directly affected by questioning skills


(Wilen, W. W. (1982). Questioning skills, for teachers. What research says to the teacher. CT: National Education Association Professional Library.)

ClassroomSession 3ClassroomSession 3 Questioning

TechniquesTechniques for effective questioning:


1. Plan key questions to provide lesson structure and direction. Write them into lesson plans, at least one for each objective – especially higher-level questions. Ask some spontaneous questions based on student responses.

2. Phrase questions clearly and specifically. Avoid vague or ambiguous questions such as “What did we learn yesterday?” or “What about the heroine of the story?” Ask single, specific questions; avoid run-on questions that lead to student frustration and confusion. Clarity increases probability of accurate responses.

3. Adapt questions to student ability level. This enhances understanding and reduces anxiety. For heterogeneous classes, phrase questions in natural, simple language, adjusting vocabulary and sentence structure to students’ language and conceptual abilities.



Techniques for effective questioning: [Cont.]


4. Ask questions logically and sequentially. Avoid random questions lacking clear focus and intent. Consider students’ intellectual ability, prior understanding of content, topic, and lesson objective(s). Asking questions in a planned sequence enhances student thinking and learning.

5. Ask questions at a variety of levels. Use knowledge-level questions to determine basic understanding and to serve as a basis for higher-level thinking. Higher-level questions provide students with opportunities to practice higher forms of thought.

6. Follow up student responses. Develop a response repertoire that encourages students to clarify initial responses, lift thought to higher levels, and support a point of view or opinion. For example, “Can you restate that?” “Could you clarify that further?” “What are some alternatives?” “How can you defend your position?” Encourage students to clarify, expand, or support initial responses to higher-level questions.


Questioning Techniques


Techniques for effective questioning: [Cont.]


7. Give students time to think when responding. Insisting upon instantaneous responses significantly decreases probability of meaningful interaction with and among students. Increase wait time after asking a question to three to five seconds to increase number and length of student responses and to encourage higher-level thinking. Allow sufficient wait time before repeating or rephrasing questions to ensure student understanding.8. Use questions that encourage wide student participation. Distribute questions to involve a majority of students in learning activities. For example, call on non-volunteers, using discretion for difficulty level of questions. Be alert for students’ verbal and nonverbal clues such as a perplexed look or partially raised hand. Encourage student-to-student interaction. Use circular or semicircular seating to create an environment conducive to increased student involvement.

Questioning Techniques



QuestioningTechniques for effective questioning: [Cont.]


9. Encourage student questions. This encourages active participation. Student questions at higher cognitive levels stimulate higher level of thought, essential for inquiry approach. Give students opportunities to formulate questions and carry out follow-up investigations of interest. Facilitate group and independent inquiry with a supportive social-emotional climate using praise and encouragement, accepting and applying student ideas, responding to student feelings, and activity promoting student involvement in all phases of learning.


A copy of Questioning Skills, for Teachers. What Research Says to the Teacher. PDF text can be found in Session 3 Student Resource Folder.

ClassroomSession 3ClassroomSession 3 Answers vs.

Questions• Answers signal a full stop in thought• Only when an answer generates further

questions does thought continue as inquiry

• Thinking within disciplines is driven not by answers, but by essential questions


ClassroomSession 3ClassroomSession 3 The Value of

Questioning• The “act of questioning…”

o In search of clarifying or requesting information on a subject is the cornerstone of new knowledge• Is a critical element of natural curiosity

and innovation oWithout the act of questioning,

stagnation and no new growth is our future!



• Scholars throughout history have used basic or essential questions to inquire into the “why(s)” of topics

• The reflections or responses to essential questions have served as the foundation for new fields of study

• Every intellectual field of study:o Is born out of a cluster of essential questions that drive the

mind to pursue particular facts and understandingo Stays alive only to the extent that fresh questions are

generated and taken seriously as the driving force in thinking

• To think through or rethink anything, one must ask the questions necessary to challenge the logic, while focusing and expanding on the content, clarity and integrity of the subject being studied


The Value of Questioning

ClassroomSession 3ClassroomSession 3The Birth of Science Through Questioning

For Example:• Biology was born when someone asked:oWhat are the characteristics of living systems?oWhat structures exist within them?oWhat functions do these structures serve?

• Biochemistry was born by asking:oWhat chemical processes make up living things?oHow and why do chemical processes within living

things interact and change?




Critical Thinking



ClassroomSession 3ClassroomSession 3 What is Critical

Thinking?•Critical thinking…:oIs the art of analyzing and evaluating

thinking with a view to improving ito Is self-directed, self-disciplined,

self-monitored, and self-correctiveo Entails effective communication and

problem solving abilities


ClassroomSession 3ClassroomSession 3 Characteristics of a

Critical Thinker• Raises vital questions and problems, formulating

them clearly and precisely• Gathers and assesses relevant information, using

abstract ideas to interpret it effectively• Comes to well-reasoned conclusions and solutions,

testing them against relevant criteria and standards• Thinks open-mindedly within alternative systems

of thought• These elements of critical thinking make

communication more effective in discovering solutions to complex problems


ClassroomSession 3ClassroomSession 3 Characteristics of a

Critical Thinker• Because we cannot be skilled at thinking

unless we are skilled at questioning…oWe strive for a state of mind in which

essential questions become second nature• They are the keys to productive thinking,

deep learning, and effective living




Essential Knowledge



ClassroomSession 3ClassroomSession 3The Debate about

Essential KnowledgeTeachers must distinguish between what is

essential to the discipline and what would be nice to know if there were time to do so (Erickson, Tomlinson, Wiggins & McTighe)

Curriculum mapping begins with ‘essential questions’ and lays the framework for distinguishing what students must understand in order to move horizontally or vertically in the mapping process


ClassroomSession 3ClassroomSession 3 Refining the Map

Through Essential Questions

• By employing essential questions, curriculum designers upgrade the quality of their plans

• Essential questions are valuable for refining and organizing the curriculum in the individual classroom and throughout the school - Jacobs, 25



CRITERIA FOR WRITING ESSENTIAL

QUESTIONS


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ClassroomSession 3ClassroomSession 3 The Role of

Essential QuestionsBased on the article by Karen Brown, Questions for the 221st Century Learner, essential questions:• Encourage multiple perspectives• Connect learning with personal experience• Address overarching themes• Foster lifelong learning

Benedictine University 21Brown, K. Questions for the 221st Century Learner. Knowledge Quest.

ClassroomSession 3ClassroomSession 3What is an

Essential Question?• An essential question is the heart of

a curriculum• It is the essence of what you believe

the students should examine and know in the short time they have with you - Jacobs, 26

• In this section we will examine 8 criteria for writing essential questions

Benedictine University 22Hayes Jacobs, H. (1997). Mapping the Big Picture. Alexandria: ASCD.

ClassroomSession 3ClassroomSession 3 Criteria for Writing

Essential Questions #1• Each child should be able to understand

the question being askedo For example: “What were the intellectual

underpinnings of sectionalism?” is not a question an average middle school student can understand

• If students’ cannot understand the question, they cannot answer it!

Benedictine University 23Hayes Jacobs, H. (1997). Mapping the Big Picture. Alexandria: ASCD.


• The language of the questions should be written in broad, organizational terms

• Questions are umbrella-like organizers and should represent a ‘heading’ for the focus of a set of activitieso For Example: “What were the major

contributions of the Ancient Greeks?” is an example of a question written in broad, organizational terms


Criteria for Writing Essential Questions #2

Hayes Jacobs, H. (1997). Mapping the Big Picture. Alexandria: ASCD.


• The question should reflect your conceptual priorities

• The essential question forces the teacher to choose the conceptual outcome for the students

• Ask yourself: oWhat is the conceptual priority for

them to write about, speak about, think about and develop?




• Each question should be distinct and substantial

• Questions should be written in a way that fosters a number of experiences and activities to engage the learner in inquiry and investigation





• Questions should not be repetitious

• Repetitious questions are the most common error in curriculum design

• Each essential question should be written so that it can stand on its own without blurring into another question

• Repetitious questions should be collapsed into one question with subheadings





• Questions should be realistic given the amount of time allocated for the unit or course

• The author suggests an average of 2-5 questions for a unit of study that ranges from 3 weeks to about 12 weeks

• Too many questions overwhelm the learner and blur the essential points





• There should be a logical sequence to a set of essential questionso Students should be able to understand

the rationale for the sequenceo Teachers can move through the

questions in a cyclical manneroQuestions should have a sense of

focus and direction rather than an arbitrary order





The questions should be posted in the classroom• Why post questions?

oQuestions provide a constant visual organizer and focus for the learner and teacher

oThey serve as points of referenceoThey allow for connections within and among

units of study





• Provide the focus and framework for sound learning goals and objectives

• Whether writing essential questions or learning objectives, Benjamin Bloom’s taxonomy of Measureable Verbs help to describe and classify observable knowledge, skills, attitudes, behaviors and abilities

• Creating learning objectives which are measureable indicate explicitly what the student must do in order to demonstrate learning

• The Bloom’s Taxonomy of Measureable Verbs PDF can be found in Session 3 Student Resource FolderBenedictine University 31

Essential Questions

ClassroomSession 3ClassroomSession 3 CRITERIA FOR

ESSENTIAL QUESTIONS1.Questions should not be repetitious2.The questions should be realistic based on the amount

of time allocated for the unit3.There should be a logical sequence to a set of essential

questions 4.The questions should be posted in the classroom and

frequently referenced5.Each child should be able to understand the question(s)6.The language of the questions should be written in

broad, organizational terms7.The question should reflect your conceptual priorities8.Each question should be distinct and substantial ASCD: Association for Supervision and Curriculum Development



The Content


ClassroomSession 3ClassroomSession 3 What is Content?• Content is a central element

in curriculum design and can be organized within disciplines or through interdisciplinary designs

• Content is defined as knowledge we wish to impart and to investigate within the time allotted


ClassroomSession 3ClassroomSession 3 Examining the

Disciplines• The thoughtful review of curriculum maps to

actively replace and upgrade content is central to learning both on the individual classroom level and the institutional level

• In determining the sequence of disciplines to review, there is no implicit order in terms of importance and power


Curriculum Mapping

ClassroomSession 3ClassroomSession 3 Review Questions

Questions to guide the review process:1.Within the discipline being reviewed,

what content choices are outdated and/or non-essential?

2.What choices for topics, issues, problems, themes and case studies are timely and necessary for our learners within disciplines?

3.Are the interdisciplinary content choices rich, natural and rigorous?


ClassroomSession 3ClassroomSession 3Curriculum 21

Review TeamsThe ‘review model’ of curriculum mapping allows for school teams to regularly review maps vertically or horizontally to:

1.Solve a problem2.Research potential places for revisions

for the purposes of:• Gap analysis• Elimination of redundancies• Alignment with standards


ClassroomSession 3ClassroomSession 3 Tenets for

Upgrading• The possibilities for future career and work

options are developed with an eye toward creative and imaginative directions (looking at future likelihood rather than only past facts)

• The disciplines are viewed dynamically and rigorously as growing and integrating in real-world practice

• Technology and the media are used to expand possible sources of content so that active as well as static materials are included



Maps are analyzed specifically to ensure that:• A global perspective is developed and presented in the content area

• A personal and local perspective is cultivated so that each student can create relevant links to the content

• The whole child’s academic, emotional, physical, and mental development is considered in content choices


Tenets for Upgrading

educ 616 –curriculum design and instruction

Documents

higherlevel questions

phrase questions

runon questions

random questions

specific questions

spontaneous questions

ambiguous questions

knowledgelevel questions