1. Lessons from the Field: The QFT with Special Student Populations
Sarah Westbrook
West Coast Regional Seminar
August 16, 2018
me:
Access this presentation: rightquestion.org/educators/seminar-resources/

2. Introduce Yourself Share Where you teach Who you teach
What you’re hoping to get out of this breakout session

3. A story from Laredo, TX
One science teacher revised his lesson plan for the afternoon, and used the QFT “to show that it can’t work.”

4. “I’m embarrassed to say that I underestimated our kids
“I’m embarrassed to say that I underestimated our kids. I didn’t believe they could do this kind of thinking. I see now just what they are capable of doing with the right tools.”

5. Some Scaffolds Can Be Helpful
But that does not necessarily mean that the QFT has to look like the Hagia Sophia

6. Classroom Examples

7. Classroom Example: Elementary School
Teacher: Esther Lee, New York, NY Setting: Sub-separate small group classroom of students with a range of medium to severe learning disabilities Topic: ELA unit on Child Labor Purpose: To engage students at the beginning of the unit

8. Question Focus

9. Student Questions Why are they so dirty? Where are their parents?
Are they farming?
Why are they farming?
Where are their shoes?
Why are they holding that?
Why are they sad?
Are they in school?
Are they having fun?

10. Next Steps
Students complete the exam and essay for the New York State mandated ELA curriculum
Students write speeches, make t-shirts, and organize a protest on the streets of NYC

11. To Read More About this Example, Visit:
education-classroom/

12. Classroom Example: High School
Teacher: Jonathan Bisson, Amenia, NY Setting: Kildonan School, a dedicated school for students with dyslexia and other language-based learning disabilities Topic: 11th-12th grade English Purpose: To begin a PBL unit and establish classroom culture at the start of the year

13. Question Focus “A room that works for us.”
(Students walk into a room with no furniture)

14. Student Questions What makes a classroom work for someone?
Will we each contribute to the room?
Will it be more like a college environment?
Are we going to have a lot of freedom?
Is it possible to get a futon?
Can we have polite manners aka being quiet when people are doing work?
What are the furniture options?
Do we have a budget?
What’s the best way to compromise how the room is set up?
Are we going to be able to collaborate?

15. Next Steps
Students prioritize “3 questions that will help identify what will best inspire and motivate us as we learn.”
Students design floor plans and models. Each group presents a proposal.
Students use their original QFT questions to identify strengths of each model.
Students pick a final design and arrange room

16. Student Reflections
“This project has changed my thinking by knowing how I learn and my peers learn and knowing that learning by experience is much more effective than taking notes off the board.”
“This project helped me think outside the box a little more and use my imagination, which I rarely ever do.”

17. Classroom Example: 7th Grade
Teacher: Nancy Cohen, Highland Park, IL Setting: 1:1 with a student who receives both ELL and Special Education services Purpose: Development of oral language skills and engage the student in advocating for himself and goal setting prior to IEP review

18. Question Focus
I have IEP goals.

19. Student Questions

20. Let’s Get to Work!

21. Resources & Blogs Resources
Using the QFT with Special Student Populations (ppt)
Using the QFT with Special Student Populations (doc)
Lesson Planning Workbook
Blogs
“How does the sun’s power get into you?” Using the QFT to Explore Energy with First Graders
Building Student Engagement in a Special Education Classroom
ELL Student Use Statistics to Challenge Immigration Claims

22. Self-Organized Working Groups
Review one blog written by a classroom teacher.
With your group, discuss which ideas, scaffolds, or tips might be helpful to your students? What are your main takeaways?
With your group, write down with a list of 6-8 ideas for how you might tailor the QFT to your students. Make your poster as artistic as possible and be prepared to present.

23. Gallery Walk
As you read what other groups have written, consider which ideas might be useful to you. What most interests or surprises you about the ideas that come up? Why?
Be prepared to share out with the group.

24. Next Steps
Review tips and strategies from educators across the country (“Tips for Using the QFT with Special Student Populations” posted on the seminars page, either the word doc or PowerPoint). Discuss with your group.
Work on revising your lesson plan based on what you’ve learned. Continue work with the lesson planning workbook.

25. Reflect