Topic and Introduction How we use compelling questions to drive inquiry-based learning in the English and Arabic language classrooms at middle and high school stages Universal American School, Dubai

Overview and Introductions.. Structure of the workshop The Universal American School What is concept Based curriculum? Curriculum Terminology/ jargon DSIB Indicators for Teaching and Learning… Higher order thinking skills/critical thinking skills… Universal American School, Dubai

The Structure of Knowledge 3. The student understands that…____________________________________________________ 2. 1. © 2010 H. Lynn Erickson

The Structure of Knowledge The student understands that...strong emotions can alter the dynamics of a relationship. 3 2 •Relationships • Emotions • Behaviors Romeo and Juliet 1 © 2010 H. Lynn Erickson

Guiding /Compelling Questions Questions that promote inquiry based learning… Universal American School, Dubai

Types of Compelling/Guiding Questions Factual Provocative/Debatable Conceptual Universal American School, Dubai

Factual Questions to ensure the foundation of knowledge is in place. provides the evidence for explaining understanding. Universal American School, Dubai

Provocative Questions Provocative questions provoke debates and thinking. There are no right or wrong answers Two to four provocative questions “inch deep mile wide” versus in-depth exploration Universal American School, Dubai

Conceptual Questions challenge students’ thinking beyond the facts. reflect an understanding that is transferable basically your generalization/BIG IDEA in a question form! How does this transpire in an English classroom? Universal American School, Dubai

Conceptual Based English Curriculum Compelling questions stem from a four part preliminary process: Content Core Standards Age/Developmentally Appropriate Concepts/Conceptual Lens Universal American School, Dubai

Example: Grade 8 Poetry Unit SUBJECT: _____ _English__________ YEAR LEVEL: ____8____ CONCEPT: ____Conflict_ ____ CENTRAL IDEA Conflict and tension expressed through poetry. ENDURING UNDERSTANDING   ESSENTIAL PROCESSES Understanding that poetry can give a voice to those who don't feel that they have one Understanding that language can convey an intended meaning to the audience Understanding that imbalances in power can lead to conflict Deconstructing texts Research Analysis of diction Analysis of poetic devices Justification of ideas Selection of information Reflective thinking Construction of texts Universal American School, Dubai

COMPELLING QUESTIONS: Factual What are the stylistic features found in poetry? What is the difference between verse and prose? Universal American School, Dubai

COMPELLING QUESTIONS: Debatable/Provocative Is poetry necessary in today’s society? Can poetry make a difference? Universal American School, Dubai

COMPELLING QUESTIONS Conceptual How can language convey meaning? How can an imbalance in power lead to conflict? Universal American School, Dubai

Compelling Questions Lead us towards text Inspire assessments Universal American School, Dubai

Arabic conceptual curriculum in the secondary department قسم اللغة العربية (تعلّم اللغة العربية كلغة أجنبية) AFL levels in the secondary school: Beginners, Pre-intermediate, Intermediate, Upper-intermediate and Advanced. المستويات التي يضمها القسم: المستوى المبتدئ، مستوى ما قبل المتوسط، المستوى المتوسط، مستوى ما قبل المتقدم، المستوى المتقدم. Some concepts we are focusing on: Responsibility, culture, connections, services, food and health, identity and choices. من المفاهيم المطروحة للدرس ضمن المنهج: المسؤولية، الثقافة، التواصل، الخدمات، الطعام والصحة، الهوية والخيارات. Universal American School, Dubai

Sample of a unit design/ Intermediate level Unit title: City life and services. Conceptual lens: Services Sub-concepts: City life (discipline), Transportation, Services, Shopping. نموذج من تصميم الوحدة للمستوى المتوسط: عنوان الوحدة: حياة المدينة والخدمات المفهوم الأساسي: الخدمات المفاهيم المساندة/ الإضافية: حياة المدينة (النظام)، المواصلات، الخدمات، التسوق. Universal American School, Dubai

Compelling Questions City life: A. Where do you live?/ Factual. B. Are cities crowded/Conceptual. C. Does discipline help city life to run smoothly? Discuss./Provocative. حياة المدينة: أين تعيش؟/ حقائقي هل المدن مزدحمة؟/ تعزيز المفهوم هل يساعد النظام في المدينة على تسهيل الحياة في المدينة؟ ناقش./ تحفيزي Universal American School, Dubai

Compelling questions Transportation: A. How do you come to school?/ Factual. B. What are different types of transportation means?/Factual. C. What can you use in Dubai?/ Conceptual D. Beside the many benefits of transportation, how does it affect environment? Give solutions./ Provocative. المواصلات: كيف تأتي يوميًاإلى المدرسة؟/ حقائقي عدد أنواع المواصلات التي تراها من حولك. /حقائقي ما وسائل المواصلات التي تستخدمها في دبي؟/ تعزيز المفهوم رغم فوائد وسائل المواصلات، إلا أنها تؤثر سلبًا في البيئة. ناقش ذلك وأعط حلولا من عندك./ تحفيزي Universal American School, Dubai

Compelling Questions Shopping: A. How often do you go shopping?/ Factual. B. Which market do you go to?/ Factual. C. Do you prefer bargaining? Why? / Provocative. D. How can we economize in shopping? Give examples./ Conceptual. التسوق: كم مرة تذهب للتسوق في الشهر؟/ حقائقي إلى أي الأسواق تذهب؟/ حقائقي هل تفضل المساومة عند التسوق؟ لماذا؟/ تحفيزي كيف نقتصد أثناء التسوق؟ أعط أمثلة/ تعزيز المفهوم. Universal American School, Dubai

Compelling questions Services: A. What are services we need in a city?/ Factual. B. Are these services easy to get?/ Conceptual. C. Compare services and facilities between Dubai and another city/ your home country. /Provocative. الخدمات: ما الخدمات التي نحتاجها في المدينة؟/ حقائقي هل من السهل الحصول على هذه الخدمات؟ تعزيز المفهوم قارن بين الخدمات والتسهيلات في دبي ومدينة أخرى./ مدينتك مثلا./ تحفيزي Universal American School, Dubai

Assessments التقييمات Assessments should include questions which reflect deep conceptual understanding. Assessments should address the three critical unit components: Understanding, Knowledge, Factual. Assessments should address the most important generalization( Key understanding) for the unit. يجب أن تضم التقييمات أسئلة تعكس الفهم العميق للمفهوم. التقييمات يجب أن تعالج مكونات التفكير الناقد في الوحدة: ( الفهم، المعرفة، الحقيقة.) التقييمات يجب أن تعالج القواعد العمومية في الوحدة. Universal American School, Dubai

References Erickson, L., (2010) Stirring the Head, Heart and Soul with the concept based curriculum. Contact e-mails: jschmidt@uasdubai.ae mjuma@uasdubai.ae ssunder@uasdubai.ae Universal American School, Dubai