1. Question Exploration as Support for Written Responses
Janis Bulgren, Ph.D.
University of Kansas
Center for Research on Learning

2. Question Exploration Guide as Writing Support
An overview of the Question Exploration Guide and Routine will be presented, followed by research on the use of the device as a scaffold to write essays. Throughout the session, group discussion will be held on participants’ use of the QEG, needs for written supports, and suggestions for generalized use of Content Enhancement devices to support writing in the classroom.

3. Purpose
The purpose of this study was to examine the effectiveness of the Question Exploration Routine and associated graphic organizer, the Question Exploration Guide, to enhance the quality of students’ written responses and content knowledge and comprehension on a topic similar to those taught in inclusive core content courses

4. Research .
Research: Participants were 36 students with and without learning disabilities in grades 9-12 in an inner-city school district. Students were randomly assigned to experimental or control conditions.

5. Discussion
The Question Exploration Guide (QEG) was used in this study as a scaffold to help students write a 5-paragraph essay. The QEG lends itself not only to learning critical content, but to demonstrating that understanding in writing based on the following:
1.) the QEG guides critical thinking and reasoning emphasized in content areas that are also required on written products;
2) the QEG lends itself to developing ideas and answers that parallel how information is presented in expository texts and expository writing structures;
3) the QEG lends itself to focusing on clear identification of topics or issues phrased as critical questions, ways to explore them, and ways to come to a conclusion, including insights about generalizations that are often required in essay components; and
4) the QEG has embedded cognitive supports that students are encouraged to use independently and generalize to other situations.

6. What can an individual do?
Chapter 7, pages
Marie David
Text Reference
Name:
Course
Lesson
Unit
Our Environment X
Critical
Question #:
Title 3
Date: 1
What is the critical question?
How do problems with the ozone layer teach us about human effects on our environment? 2
What are the key terms and explanations?
What is our environment?
What is the ozone layer?
What is UV?
What are CFCs?
All the things surrounding us (air, land, living things)
Invisible layer of gas that shields us from UV radiation
Ultraviolet radiation, or harmful rays from the sun
Chlorofluorocarbons-chemicals with chlorine 3
What are the supporting questions and answers?
What has happened in the
past?
What has caused PROBLEMS?
What are the EFFECTS?
What are SOLUTIONS?
What are other concerns?
In the past, a protective ozone layer was formed when UV rays hit the oxygen in the air around the earth.
The ozone layer around the earth is being destroyed by CFCs we may not even know about in cleaning products, foam containers, refrigerator coolants and spray cans.
The effects include: 1) physical harm (skin cancer & cataracts) 2. environmental harm (crops and ocean plants) 3. change in weather patterns 4) greenhouse warming
Solutions include: voluntary cutbacks of CFC products 2 use of alternatives to CFCs (HCFCs) 3. world conferences to cut CFCs
Some people still don’t think it’s a problem.
What is the main Idea answer? 4
People can harm the environment without intending it or even believing it.
Explore and use the main idea. 5
How can we explore the facts ourselves?
Experiments with balloons show that oxygen can be changed to ozone.
What can an individual do?
An individual can decide to do research on which products cause damage to ozone layer.
Extend the main idea to your world. 6
Figure 1: Question Exploration Guide for the question, “How do problems with the ozone layer teach
us about human effects on our environment?

8. as a topic sentence in Paragraph 1. Our Environment
Develop the question
as a topic sentence in Paragraph 1.
Chapter 7, pages
Text Reference
Name:
Course
Lesson
Unit
Our Environment X
Critical
Question #:
Title 3 1
What is the critical question?
How do problems with the ozone layer teach us about human effects on our environment? 2
What are the key terms and explanations?
Use background information and definitions to develop Paragraph 1.
What is our environment?
What is the ozone layer?
What is UV?
What are CFCs?
All the things surrounding us (air, land, living
Invisible layer of gas that shields us from UV radiation
Ultraviolet radiation, or harmful rays from the sun
Chlorofluorocarbons-chemicals with chlorine 3
What are the supporting questions and answers?
In the past, a protective ozone layer was formed when UV rays hit the oxygen in the air around the earth.
The problem is that the ozone layer around the earth is being destroyed by CFCs in products cleaning products, foam containers, refrigerator coolants and spray cans).
The effects include: ) physical harm (skin cancer & cataracts)
2. environmental harm (crops and ocean plants)
3. change in weather patterns
4) greenhouse warming of the
Solutions include: voluntary cutbacks of CFC products
2 use of alternatives to CFCs (HCFCs)
3. world conferences to cut CFCs
Some people still don’t think it’s a problem.
What has happened in the
past?
What has caused PROBLEMS?
What are the EFFECTS?
What are SOLUTIONS?
What are other concerns?
Use answers to smaller questions to develop the body of the essay e.g., Paragraphs
2, 3, & 4.
Use Main Idea Answer
to develop a conclusion
in Paragraph 5.
What is the main Idea answer? 4
People can harm the environment without intending it or even believing it.
Explore and use the main idea. 5
How can we explore the facts ourselves?
Experiments with balloons show that oxygen can be changed to ozone.
Add insights
to conclusion in Paragraph 5 with generalizations..
Extend the main idea to your world. 6
What can an individual do?
An individual can decide to do research on which products cause damage to ozone layer.
c J. Bulgren 2008
Figure 1: Question Exploration Guide for the question, “How do problems with the ozone layer teach
us about human effects on our environment?

11. Results
Results showed significant differences and moderately large to large effect sizes for students in the experimental condition compared to students in the control condition with regard to knowledge and comprehension of content and written response to a question when scored using the 6-Trait Writing analysis.

12. Content Scores-Total Group
Control
Pre-test:
Posttest: 1.71
Experimental
Pre-test: 1.63
Post-test

13. Content Scores-LD & NLD
Control LD
Pre-test:
Posttest: 1.75
Experimental LD
Pre-test: .40
Post-test
Control NLD
Pre-test:
Posttest: 1.67
Experimental NLD
Pre-test:
Post-test 4.67

14. 6-Trait-Scores-LD & NLD
Control LD
Pre-test:
Posttest: 2.27
Experimental LD
Pre-test: 2.17
Post-test
Control NLD
Pre-test:
Posttest: 2.65
Experimental NLD
Pre-test:
Post-test 3.81

15. 6-Trait Scores-Total Group
Control
Pre-test:
Posttest: 2.47
Experimental
Pre-test: 2.68
Post-test

16. Adaptations to other CEs
Future: Teachers and professional developers have suggested that other Content Enhancements provide similar writing scaffolds for expository writing structures. These include the use of the Concept Mastery Guide to support descriptive writing and the Comparison Table to support compare-and-contrast writing. In addition, completed research on the Cause-and-Effect Table and the Decision-Making Table provide similar supports for expository writing on causes and effects and on deliberations about options.

17. Comparison Table Democracy Introduction Direct democracy2
Overall Concept C O M P A R I N G
Communicate Targeted Concepts
Obtain the Overall Concepts
Make lists of Known Characteristics
Pin down Like Characteristics
Assemble Like Categories
Record Unlike Characteristics
Identify Unlike Categories
Nail Down a Summary
Go Beyond the Basics
Concept
Concept
Direct democracy 1
Indirect democracy 1 3
Characteristics
Institution for governing a state or nation
Power is held by the people
People exercise power through a vote
Individuals vote for representatives who make laws
Characteristics 3 9
Extensions
Institution for governing a state or nation
Power is held by the people
People exercise power through a vote
Individuals make laws
Why is an indirect
democracy sometimes called a republic?
Body 4
Like Characteristics 5
Like Categories
Institution for governing a state or nation
Power is held by the people
People exercise power through a vote
Purpose
Source of power
Method of exercising power 6
Unlike Characteristics 6
Unlike Characteristics 7
Unlike Categories
Individuals make laws
Individuals vote for representatives who make laws
Individuals who make the laws
Conclusion
Summary
Direct and indirect democracies are alike in their purpose, source of power, and method of exercising that power. They are different in the individuals who make the laws. 8
©Bulgren KU-CRL 2004

18. Anchoring Table fourth and last thermosphere shingles or tiles
Introduction 12
Anchoring Table
Unit:
Name: Hannah B Date:
12/2/06 3 2
Known
Information
Roof on a house
(from outer to inner)
Known Concept 1
Body
Layers of the Atmosphere
(from outer to inner)
New Concept
insulation 4
Characteristics of Known Concept 6
Characteristics Shared 5
Characteristics of New Concept
fourth and last
layer before space
thermosphere
shingles or tiles
shingles
tiles
third layer
mesosphere
tarpaper
wood
stratosphere
(contains the ozone layer)
second layer
tarpaper
plywood & insulation
wood supports &
rafters
first layer closest
to where we live
troposphere
The Challenge
Conclusion 7
Understanding of the New Concept:
The four layers of the atmosphere have different locations and components.
ANCHORS
Linking
Steps:
1 Announce
the New Concept
2 Name
Known Concept
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Characteristics
Shared
7 State
Understanding of
New Concept

19. Non-renewable resources
Conclusion Paragraph 5
C Communicate targeted concepts
O Obtain the Overall Concept
M Make lists of known characteristics
P Pin down Like Characteristics
A Assemble Like Categories
R Record Unlike Characteristics
I Identify Unlike Categories
N Nail down a summary
G Go beyond the basics
Body:
Paragraphs 2,3,4
Comparison Table
Opening Paragraph 1
Resources
Overall Concept 2
Concept
Concept
Renewable resources
(Oxygen, water, sunlight) 1
Non-renewable resources
(Metals, minerals, fossil fuels) 1 3
Characteristics 3
Characteristics
Part of natural environment
Used by humans
Replaced or recycled by nature
Unlimited
Part of natural environment
Used by humans
Not replaced or recycled by nature
Limited
Evaluate the success of recycling efforts on two non-renewable resources 9
Extensions 4
Like Characteristics 5
Like Categories
Where found
Who uses
Part of natural environment
Used by humans
Unlimited Limited
Replaced by nature Not replaced by
nature 6
Unlike Characteristics 7
Unlike Categories
Availability
Replacement
Renewable and non-renewable resources are both part of the natural environment on earth used by humans. They differ in availability and nature’s ability to replace them. 8
Summary

20. What happens in one part of the world can affect everyone.
Introduction
Cause and Effect Table
Body
Name: Cole D._________________ Date: _______ Unit: 12_________________ Lesson/Topic:_Environmental Problems __
How does burning in a rain forest affect our environment? 1
Question:
Atmosphere - gaseous mass surrounding the earth
rain forest-dense evergreen forest in rainy, usually hot, areas
carbon dioxide-gas formed in respiration, combustion & decomposition 2
Key Words:
Sequence 3
Before 20th century during the 20th century Today 4
Describe Beginning Situation: 5
Cause(s)
Action(s)
Effect(s) 6
End Result(s)
The entire earth is becoming warmer, even though the rain forest is being destroyed in the tropics.
Tropical rain forests remove carbon dioxide from the atmosphere and create oxygen to keep the atmosphere in balance.
Burning the forest releases carbon dioxide into air.
Increased carbon dioxide in the atmosphere traps heat energy and makes the earth hotter.
Farmers cut rain forest to grow crops to feed more people.
Fewer trees means less carbon dioxide is removed from the air.
Conclusion
Conclusion:
What happens in one part of the world can affect everyone. 7
© 2004 Bulgren KU-CRL/IEI

21. Question Exploration Guide
Answers to question=
Body of Paragraph
Conclusion
Extra Points
Question Exploration Guide
Our Environment
Lydia L.
Text Reference
Science
Human Use of Resources
Name:
Course
Lesson
Unit 12
Title 4
Critical
Question #: 4
Date: 1
What is the Critical Question?
How do effects of useful products cause problems for the ozone layer and for humans ? 2
What are the Key Terms and explanations?
Environment
Ozone layer
Ultraviolet (UV) rays
All the things surrounding us - air, land, water, living things
Invisible layer of gas that shields us from ultraviolet rays
harmful rays from the sun. 3
What are the Supporting Questions and answers?
What happens to the ozone layer?
How do products cause problems?
What happens when chemicals are released?
Why is it a problem if ozone is not formed?
What do UV rays of the sun cause?
The ozone layer is being hurt by household products we use on earth.
Products like hair spray contain chemicals that are released into the air.
When chemicals like chlorine are released into they air, they keep ozone from
being formed in the stratosphere.
This is a problem because ozone protects us from UV rays of the sun.
UV rays cause skin cancer and disrupt weather and crop production. 4
Useful products that contain chemicals can disrupt the formation of ozone with bad effects on living things, the weather and crops.
What is the main Idea answer? 5
How can we use the main idea? 6
How can we explore the effects of chemicals for ourselves?
How can an individual who thinks there is a problem with ozone respond at home?
Is there an Overall Idea? Is there a real-world use?
Bulgren KU-CRL 2/01

22. Contamination Pollution Greenhouse gases?
Paragraph 1
Paragraphs 2,3,4
CONCEPT DIAGRAM À Â
Key Words
CONVEY CONCEPT
Pollution À
Contamination Á Á
OFFER OVERALL
CONCEPT
Waste
Acid rain
In the air
Causes harm
Smog
Wastewater
Dumps
Recycled by nature Â
NOTE KEY WORDS Ã
CLASSIFY
CHARACTERISTICS
Always Present
Sometimes Present
Never Present
Harm
In air
Decomposition
Presence of wastes
Recycled by nature
In water
Wastes are too great to
On land
be recycled by nature Ä
EXPLORE EXAMPLES
Examples:
Nonexamples:
Smog
Clouds
Acid rain
Greenhouse
gases?
Treated wastewater
Non-decomposed dumps
Recycled plastics
Paragraph 5 Å
PRACTICE WITH NEW EXAMPLE
Pollution is a form of contamination in which harm is caused by the presence of wastes that are too great to be recycled by nature. Æ
TIE DOWN A
DEFINITION

23. Future Research
Use in ongoing classroom instruction throughout a year.
Analyze by other scoring methods.
Determine when scaffold is no longer required.
Analyze according to district writing assessments.