ESSENTIAL QUESTIONS How Do I Write Them?. WHAT ARE THE MOST IMPORTANT CONCEPTS MY STUDENTS SHOULD LEARN FROM THIS LESSON/CHAPTER/UNIT?  Essential questions.

Slides:



Advertisements
Similar presentations
Understanding by Design Stage 3
Advertisements

Essential Questions in Student Learning Debi Rice Literacy Coach Leon High School
Provincial Report Cards Mathematics Grades 1 to 12.
Office of Curriculum, Instruction and School Support 2012 Mathematical Practice 3: Construct Viable Arguments and Critique the Reasoning of Others Mathematics.
Understanding the Common Core Standards and Planning Lessons to Address The Standards.
Nationellt Centrum för Matematikutbildning vid Göteborgs Universitet Teaching Math through Problem Solving 1 Teaching School Mathematics through Problem.
KEY COMPETENCES FOR LIFELONG LEARNING European Reference Framework Bill Houldsworth.
Learning Objectives An Essential Step in Differentiating Instruction September 5 & 6, 2006.
Common Core State Standards Session English Language Arts.
Russell County Schools December 8, 2010 Pam Wilson.
Learning Targets Helping Students Aim for Understanding in Every Lesson! Part II.
Shameicha Wade Curriculum Specialist. What is An Essential Question?
Principles of High Quality Assessment
Integration and Differentiation of Curriculum
Science Inquiry Minds-on Hands-on.
Highlights from the work of G W G rant W iggins& J M J ay M cTighe Understanding by Design.
COMMUNICATING ABOUT MATHEMATICS
Ryann Kramer EDU Prof. R. Moroney Summer 2010.
Writing Objectives Given proper instruction teachers will be able to write one objective within their curricular area.
Unwrapping Standards.
ENGLISH LANGUAGE ARTS AND READING K-5 Curriculum Overview.
Day 3: Rubrics as an Assessment Tool. "There are only two good reasons to ask questions in class: to cause thinking and to provide information for the.
THE STRATEGIC SIX Six Core Strategies for Instructional Design In-service Training by Matt Foster 2013.
Secondary Curriculum, Instruction & EL SERVICES Explicit Direct instruction Orientation Phase October 2011.
How to use SAS to develop lesson plans for next year
ENGLISH LANGUAGE ARTS AND READING K-5 Curriculum Overview.
The Framework for Teaching Domain 1 Planning and Preparation.
Designing and Planning Technology Enhanced Instruction
SEISMIC Whole School and PLC Planning Day Tuesday, August 13th, 2013.
Core Content Coaching Social Studies Grade 6
Welcome to Curriculum Night th grade.
The Power of When Designing/Revising Curriculum SITPEC Workshop March 26 th, 2015.
Sunnyside School District
Dr. Melinda Wilder Eastern Kentucky University
Putting Research to Work in K-8 Science Classrooms Ready, Set, SCIENCE.
Integrating Common Core State Standards (CCSS) Mathematics and Science.
8 th Grade Integers Natalie Menuau EDU Prof. R. Moroney Summer 2010.
LNHS CASL Training Tuesday, December 16th, Classroom Assessment For Learning A Quick Review Key 1: Clear Assessment Purpose Key 2: Clear Learning.
Differentiation PLC.
Understanding By Design Stage 1 BestPrep TIW Monday, July 30, 2012 What is UbD?
Proficiency Are you confused ?. Who says what it means?  OPI has a definition (and an 8 page rubric)  NCTM has a definition (and numerous books)  ACT.
Eureka Math Parent Workshop Kindergarten Presented By: Ms. Vereen Instructional Lead Teacher.
Learning Goals and Learning Scales
An overview for parents and families Butler Avenue School Julie Gillispie--March st Century Community Learning Center.
Standard III: Teachers know the content they teach.
Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. Chapter 3 Designing and Planning Technology- Enhanced Instruction.
STANDARDS BASED INSTRUCTION – WHAT DOES IT LOOK LIKE? Madison Middle School Home of the Mohawks.
How Chinese Teach Mathematics Anna Larzelere - Wednesday, March 21,
21 st Century Learning and Instruction Session 2: Balanced Assessment.
Agenda Do now: 2 Options I. Current events to teach about Bloom’s Taxonomy (or we can do this later, See slide # 9) –SS in the news (SS and LA ) –Science.
#1 Make sense of problems and persevere in solving them How would you describe the problem in your own words? How would you describe what you are trying.
Integrating Common Core State Standards (CCSS) Mathematics and Science.
Amy Drummond Daniel Paniccia Jennifer Smith.  Student in center of learning process.  Role of instructor changes. ◦ From expert to facilitator  Focus.
Building Effective Content Literacy Tasks. The Cycle of Assessment Teach: Does the instruction and the tasks align to the identified learning target(s)?
Making Common Core Standards Work For ALL Students Unwrapping the standards “focused alignment of curriculum, assessment, and instruction” *Information.
Welcome to Curriculum Night! We’re glad you are here! Please be sure to sign in on the table by the door. We’re glad you are here! Please be sure to sign.
Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning. Albert Einstein.
Overview of Standards for Literacy in History/Social Studies, Science, and Technical Subjects The Common Core State Standards.
Note-Taking in Cornell Format
OHIO LEARNING STANDARDS K-12 MATHEMATICS GRADE 3 BY: AMY FURMAN.
“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand.
Designing and Planning Technology-Enhanced Instruction Chapter 3 Teaching and Learning with Technology.
GAT Preparation - the written component
Welcome to Curriculum Night!
Understanding by Design
Welcome to Vance County Schools October 17, Professional Development
Socratic Seminar This PowerPoint is meant to be used with either teachers or students schoolwide to assist in implementing Socratic Seminar. It is written.
#1 #3 #4 #2 Onward! To Common Core!.
Designing and Planning Technology-Enhanced Instruction
Robert Gagné’s 9 Events of Instruction
Presentation transcript:

ESSENTIAL QUESTIONS How Do I Write Them?

WHAT ARE THE MOST IMPORTANT CONCEPTS MY STUDENTS SHOULD LEARN FROM THIS LESSON/CHAPTER/UNIT?  Essential questions are concepts in the form of questions. Questions suggest inquiry.  Essential questions are organizers and set the focus for the lesson or unit.  Essential questions are initiators of creative and critical thinking.  Essential questions are conceptual commitments focusing on key concepts implicit in the curriculum

ESSENTIAL QUESTIONS VS. LEADING QUESTIONS Essential  Asked to be argued  Designed to “uncover” new ideas, views, lines of argument  Set up inquiry, heading to new understandings. Leading  Asked as a reminder, to prompt recall  Designed to “cover” knowledge  Point to a single, straightforward fact - a rhetorical question

ESSENTIAL QUESTION FORMAT  Essential questions often begin with..  Why?  Which?  How?  What if?  Why do things happen the way they do?  Which do I select?  How could things be made better?  Which is best?  What if this happened?

CRITERIA FOR ESSENTIAL QUESTIONS  Each student should be able to understand the essential question(s).  The language of the questions should be in broad terms.  There should be a logical sequence to a set of essential questions.  Essential questions should be posted in the classroom.

WRITING ESSENTIAL QUESTIONS  What is your teaching objective?  Write the objective as a question.  Do you need smaller key questions?  Rewrite if necessary to make sure learners understand the question

WHAT ARE SOME EXAMPLES OF ESSENTIAL QUESTIONS? SCIENCE  How do chemicals benefit society?  Are animals essential for man’s survival? Explain.  Does North Carolina have reason to fear a natural disaster? Which ones or Why not?  What must a scientist do in order to research something?

EXAMPLES MATH  When should I multiply? When can’t I multiply? When is multiplication most useful? Can multiplication make things smaller?  How is geometry used in the real world?  What is the role of geometry in advertising, architecture, or fabric design?  How would you explain, demonstrate, or draw the ________ process?

EXAMPLES SOCIAL STUDIES  How have ancient Greeks affected our society?  Why would the Europeans want to come to the colonies?  Why did your textbook include _____ in this chapter?  How does the economy of a society depend on the geography of the region?

EXAMPLES LANGUAGE ARTS  Why read?  What is the connection between reading and writing?  Do stories need a beginning, middle, and end? Why?  What does the “Bernstein Bears” teach us about life?

EXAMPLES TECHNOLOGY  How can the computer be used as a tool?  How would our culture be different without computers?  What process would you use to write a letter using Microsoft Word?  What are your top ten priorities when producing a news video?

EXAMPLES PHYSICAL EDUCATION  Why should you spend time stretching before and after an athletic event?  What are the top three rules in basketball? Why?  How can advertising affect a teen’s choices? ART  Why is art necessary?  How do people express themselves through art today?  How has art changed through time?  What choices must a painter make before beginning a work?

EXAMPLES Foreign Language  How is Spanish/French like and unlike English?  In what ways would learning a foreign language be beneficial?

I HAVE MY ESSENTIAL QUESTION, NOW WHAT?  Now you need to ask some basic questions in order to possibly revise it. These will also assist in generating lessons to lead students toward the answer.

BASIC QUESTIONS  What should the student have learned prior to the lesson?  What will the student need to know in order to answer the question?  What strategies will actively engage the student as they work toward the answer?  How will you know that the students are learning the information?  How will the students demonstrate their final answer to the question?

WRITING EFFECTIVE LEARNING TARGETS “I Can” Statements

WHAT ARE “I CAN…” OBJECTIVES  These are Essential Understandings that are written in a declarative form, in student- appropriate language.  They are designed to break big concepts or processes into smaller component steps.  Having them allows students to identify where they ‘got stuck’ in the process.  Although “I Cans…” seem to be the easiest type of EU to create, they may take more effort later in terms of keeping the students engaged with the Essential Understanding.

HOW TO MAKE AN “I CAN…” STATEMENT  First, select your standard: Math 3.6.3: Select, model, and apply formulas to find the perimeter, circumference, and area of plane figures.

HOW TO MAKE AN “I CAN…” STATEMENT  Step #1 - Write “I can…” in front of the standard: I can select, model, and apply formulas to find the perimeter, circumference, and area of plane figures.  Step #2 – Simplify into student-friendly language. I can find the area and perimeter of 2-D figures using more than one method.

Your Big “I Can…”: I can find the area & perimeter of 2-D figures using more than one method.  Step #3: Now…formulate smaller “I can…” statements that will serve as the steps for knowing how to do your BIG “I can…” statement.  I can explain the difference between area and perimeter of polygons.  I can find the area & perimeter of regular 2-D figures in at least 2 different ways.  I can locate the appropriate formula to use.  I can explain how the formula relates to the figure.  I can make number substitutions in a formula and accurately compute the answer.  I can make a good estimate of a reasonable answer for this type of problem.

TODAY’S ACTIVITY  Break out into groups with others teaching the same curriculum.  In these groups and using our sequence of instruction, create a future lesson plan on the template given using the Essential Question and “I Can” notes from today’s presentation.  Then transfer this lesson plan onto poster board.  Be prepared for someone from your group to present your final “poster” lesson plan in Focus meetings next week.