Framing Questions for Understanding in the College Classroom Cherie McCollough Chautauqua Short Course June 10, 2004

Conceptual Challenges What is the evidence of in-depth understanding as opposed to that which is superficial or naive? What should teachers look for to determine the extent of student understanding? What kinds of assessment evidence will anchor a curricular unit, guiding instruction?

Establishing Curricular Priorities See pages 75 - 76

Skills Compared to Understandings Reading Text Creating scoring opportunities in soccer Speaking persuasively in public Understanding Reading between the lines Spread defense as broadly and deeply as possible Emotionally appealing to wishes, needs, hopes and fears of audience, regardless of how logical and rational the argument

Framing Questions for Understanding Essential Questions Have no one obvious right answer Raise other important questions Address the philosophical or conceptual foundations of a discipline Recur naturally Are framed to provoke and sustain student interest

How People Learn Questions for understanding must: Be Authentic Be Learner Centered Be Challenging Provide Community Provide a Legacy

Tips for using Unit Questions Complete worksheet 6.1 (Pp. 120) using ideas from your content area. Module 4: Look at pages 76 – 77. Begin to identify what you perceive as Enduring understandings. Brainstorm with colleagues.

Begin to Think About: How can my question begin to generate ideas? How will I prompt generation of ideas? How will my question frame research questions? How does my question require research, revision, multiple perspectives? How will my question become THEIR question to go public?

Wrapping it up Have started to frame essential questions. ?? What are you wondering about??