Big Ideas and Big Ideas and Essential QuestionsEssential Questions

February 15, 2008February 15, 2008

Today’s Learning GoalsToday’s Learning Goals

1.1. Why big ideas and essential Why big ideas and essential questions are crucial for student questions are crucial for student learning?learning?

2.2. What are the criteria for big ideas What are the criteria for big ideas and essential questions?and essential questions?

3.3. Time to work in your content area to Time to work in your content area to evaluate your big ideas and evaluate your big ideas and essential questions and make any essential questions and make any revisions or refinements.revisions or refinements.

OrganizationOrganization1.1. How we will treat one another?How we will treat one another?

2.2. Please use cell phones, e-mail, and Please use cell phones, e-mail, and blackberries during breaks or outside of the blackberries during breaks or outside of the room if it is an emergency.room if it is an emergency.

3.3. Engage in the learning and discussions with Engage in the learning and discussions with your colleagues for continued life long your colleagues for continued life long learning and critical thinking. Focus learning and critical thinking. Focus discussions during activities and discussions during activities and collaboration time on the task. collaboration time on the task.

4.4. Finding partners for later activities:Finding partners for later activities:• Clock discussionsClock discussions• Table partnerTable partner• Table familyTable family

AgendaAgenda7:30 – 8:00 Coffee 7:30 – 8:00 Coffee

8-9:15 - 8-9:15 - Why big ideas and essential Why big ideas and essential questions questions and what are they?and what are they?

9:15 – 10:30 - 9:15 – 10:30 - Department or grade Department or grade level level collaboration timecollaboration time

10:30 – 10:50 - 10:30 – 10:50 - Wrap up Wrap up

District initiatives – Where District initiatives – Where have we been and where are have we been and where are

we going?we going?

11stst – Identify standards and performance – Identify standards and performance indicators to be assessed in each unit indicators to be assessed in each unit (two years)(two years)

22ndnd – Refine big ideas and essential – Refine big ideas and essential questions questions

33rdrd – Focus on assessments aligned to the – Focus on assessments aligned to the standards as a means to monitor student standards as a means to monitor student achievement and guide instruction.achievement and guide instruction.

44thth – Identify knowledge and skills – Identify knowledge and skills

DVD: Moving Forward with DVD: Moving Forward with Understanding by DesignUnderstanding by Design

UbD : The Experts and Practitioners SpeakUbD : The Experts and Practitioners Speak “ “What are the Challenges” (3:44)What are the Challenges” (3:44)

Classroom Examples (Return to main Classroom Examples (Return to main menu)menu)Chose appropriate level (6-9 minutes)Chose appropriate level (6-9 minutes)

Reflective questions: Talk to your partner Reflective questions: Talk to your partner 1.1. To what extent do you agree with the To what extent do you agree with the

assertions the expert made in the video?assertions the expert made in the video?2.2. To what extent do you disagree?To what extent do you disagree?3.3. Discuss how the principles demonstrated Discuss how the principles demonstrated

are being used in your respective schools.are being used in your respective schools.

Why big ideas and essential Why big ideas and essential questions are crucial for questions are crucial for

Pioneer studentsPioneer students• Marzano – guaranteed and viable curriculum Marzano – guaranteed and viable curriculum

#1 for school improvement and student #1 for school improvement and student achievement.achievement.

• Big ideas and essential questions guide Big ideas and essential questions guide feedback so students can make progress feedback so students can make progress toward a key learning goal and we know that toward a key learning goal and we know that feedback increases student achievement by feedback increases student achievement by 32%.32%.

• Big ideas and essential questions allow for Big ideas and essential questions allow for focus on content that is relevant and focus on content that is relevant and applicable to real life in order to achieve applicable to real life in order to achieve motivation and engagement.motivation and engagement.

Big ideas and essential questions allow Big ideas and essential questions allow 2121stst century learners to be successful century learners to be successful

Core subjectsCore subjects – content linked to meaningful application – content linked to meaningful application

Thinking and learning skillsThinking and learning skills – Critical thinking, – Critical thinking, problem solving, creativity & innovation, communication & problem solving, creativity & innovation, communication & information , collaborationinformation , collaboration

Life skills-Life skills- leadership, self direction & responsibilities, leadership, self direction & responsibilities, accountability, ethics, adaptabilityaccountability, ethics, adaptability

Technology LiteracyTechnology Literacy – access the world, information as – access the world, information as your finger tip your finger tip

2121stst Century Content Century Content – global, entrepreneurship, civic – global, entrepreneurship, civic awareness, financial economic business literacy, health and awareness, financial economic business literacy, health and wellness wellness

Why are we focusing on big Why are we focusing on big ideas and essential ideas and essential

questions? questions?

Students link all learning Students link all learning experiences to key concepts experiences to key concepts

derived from real life derived from real life applications.applications.

• Not all standards are created equal.Not all standards are created equal.• Learning without practical and meaningful Learning without practical and meaningful

application is quickly forgotten.application is quickly forgotten.• Understanding occurs when individuals seek Understanding occurs when individuals seek

answers to important questions and make answers to important questions and make connections.connections.

Essential Questions for Essential Questions for TodayToday

1. How does linking knowledge and skills to a 1. How does linking knowledge and skills to a greater purpose impact deep understanding of greater purpose impact deep understanding of concepts?concepts?

2. How do the mandates of accountability both 2. How do the mandates of accountability both support and challenge the focus of learning support and challenge the focus of learning away from larger concepts towards details?away from larger concepts towards details?

3. How do you find a balance between 3. How do you find a balance between accountability and creative problem solving accountability and creative problem solving focused on big ideas and application of focused on big ideas and application of concepts?concepts?

• Activity:Activity: Discuss answers to these Discuss answers to these questions with your 12:00 date.questions with your 12:00 date.

Curriculum design requires Curriculum design requires us to make choices about us to make choices about what is essential what is essential nownow to to

help our learners for their help our learners for their futurefuture..

Since knowledge is infiniteSince knowledge is infinite…………

focus on which concepts and skills focus on which concepts and skills will be needed in the 21will be needed in the 21stst century if students are to century if students are to

become marketable, global become marketable, global citizens is essential.citizens is essential.

Advanced “Big Ideas” Advanced “Big Ideas” 101101

“ “ A big idea offers A big idea offers a conceptual a conceptual

framework allowing framework allowing the learner to the learner to

explore answers to explore answers to the essential the essential

questions involving questions involving a unit of study.”a unit of study.”

- Grant Wiggins- Grant Wiggins

How to identify the big How to identify the big ideaidea

Big ideas are typically revealed through:Big ideas are typically revealed through:– Focusing themesFocusing themes– On going debates and issuesOn going debates and issues– Insightful perspectivesInsightful perspectives– Underlying assumptionsUnderlying assumptions– Paradox/problems/challengesParadox/problems/challenges– Organizing theoryOrganizing theory– Overarching principleOverarching principle– Provocative questionsProvocative questions– Processes- problem solving, decision Processes- problem solving, decision

making making

Some “Big Ideas” by TypeSome “Big Ideas” by TypeConceptsConcepts Economics- Its not the money Economics- Its not the money

you have, but how you allocate you have, but how you allocate it.it.

ThemesThemes Good triumphs over evil.Good triumphs over evil.

DebatesDebates Winning is dependent upon Winning is dependent upon offense vs defense.offense vs defense.

PerspectiPerspectiveve

Life is shaped by your attitude; Life is shaped by your attitude; my cup half full or half empty.my cup half full or half empty.

ParadoxParadox Freedom involves responsibility.Freedom involves responsibility.

TheoryTheory Form follows function; you are Form follows function; you are what you eat.what you eat.

PrinciplePrinciple Less is more.Less is more.

AssumptiAssumptionon

Non-fiction text always depicts Non-fiction text always depicts truth.truth.

From concept to From concept to Big Big IdeaIdea

ConceptConcept Big IdeaBig Idea

nutritionnutrition You are what you eatYou are what you eat

westward westward expansionexpansion

Hardship forged a nationHardship forged a nation

persuasive persuasive writingwriting

Powerful media can Powerful media can influence beliefs and influence beliefs and behaviorsbehaviors

fairnessfairness(mathematical)(mathematical)

Statistics can be Statistics can be manipulated to obscure the manipulated to obscure the truthtruth

Big idea check….Big idea check….

• Does it have many layers not obvious to Does it have many layers not obvious to the inexperienced learner?the inexperienced learner?

• Does one have to dig deep to truly Does one have to dig deep to truly understand its meaning or implications?understand its meaning or implications?

• Is it prone to disagreement?Is it prone to disagreement?• Might you change your mind about it Might you change your mind about it

over time?over time?• Does it reflect the core ideas as judged Does it reflect the core ideas as judged

by experts?by experts?

Big Idea JeopardyBig Idea Jeopardy

Jeopardy.pptJeopardy.ppt

Assess student learning

Create lessons that will allow

students to answer the essential

questions

Establish essential questions

that will lead students

to the “big idea”

Create “BIG IDEAS”

“Unwrap” the standards

UbD

Unwrapping the Standards as a Unwrapping the Standards as a strategy for identifying big strategy for identifying big

ideas and core tasks.ideas and core tasks.

Looking at key Looking at key nouns nouns and and verbsverbs helps helps toto

identify key learning which can than identify key learning which can than bebe

taught in the context of big ideas and taught in the context of big ideas and

essential questions.essential questions.

Unwrapping the standardUnwrapping the standard

StandardStandard: :

ComprehendComprehend and and interpretinterpret information information from a variety of from a variety of graphic displaysgraphic displays

including diagrams, charts, and including diagrams, charts, and graphs.graphs.

Big Idea:Big Idea:

Graphic displays of information Graphic displays of information enhances comprehension and enhances comprehension and interpretation of information.interpretation of information.

Unwrapping the standardUnwrapping the standardStandardsStandards

• RelateRelate data and factsdata and facts from informational from informational texts to prior information and texts to prior information and experienceexperience with assistance. with assistance.

• IdentifyIdentify and and interpretinterpret facts taken from facts taken from maps, graphs, charts, and other maps, graphs, charts, and other visualsvisuals, , with assistance.with assistance.

Big IdeaBig Idea

Prior experiences can impact the degree to Prior experiences can impact the degree to which we relate to and interpret visual which we relate to and interpret visual representations. representations.

“ “Unwrapping the Unwrapping the standards”standards”You try it.You try it.

Activity:Activity: Unpack this standard with Unpack this standard with your table partner by:your table partner by:

1. Finding the nouns and verbs1. Finding the nouns and verbs

2. Write big ideas2. Write big ideas

StandardStandard (Possible examples on next slide)(Possible examples on next slide)

Students interpret, analyze, and Students interpret, analyze, and evaluate informational text in order evaluate informational text in order to extend understanding and to extend understanding and appreciation . (ELA 11)appreciation . (ELA 11)

Possible examples Possible examples

Students Students interpretinterpret, , analyzeanalyze, and , and evaluate evaluate informational textinformational text in order in order to extend understanding and to extend understanding and appreciation .appreciation .

Big ideasBig ideas; We interpret information ; We interpret information and draw conclusions both from what and draw conclusions both from what we read and experience in life.we read and experience in life.

Knowing the difference between fact Knowing the difference between fact and opinion and inferences can help and opinion and inferences can help you become more discerning. you become more discerning.

Advanced Essential Advanced Essential Questions 101Questions 101

A question is essential when it: A question is essential when it: 

• Causes genuine INQUIRY into the big ideas and core contentCauses genuine INQUIRY into the big ideas and core content

• ARGUABLE: provokes deep thought, lively discussion, ARGUABLE: provokes deep thought, lively discussion, sustained inquiry, and new understanding as well as more sustained inquiry, and new understanding as well as more questionsquestions

• Requires students to CONSIDER alternatives, WEIGH Requires students to CONSIDER alternatives, WEIGH evidence, SUPPORT their ideas, and JUSTIFY their answers evidence, SUPPORT their ideas, and JUSTIFY their answers

• Stimulates vital, on-going rethinking of big ideas and Stimulates vital, on-going rethinking of big ideas and assumptionsassumptions

• Sparks meaningful CONNECTIONS with prior learning and Sparks meaningful CONNECTIONS with prior learning and personal experiencespersonal experiences

““An essential question is – well, An essential question is – well, essentialessential: : important, vital, at the heart of the matter important, vital, at the heart of the matter

– the – the essenceessence of the issue.” of the issue.” - Grant Wiggins- Grant Wiggins

Essential Essential

• What traits and What traits and characteristics characteristics determine a determine a classification?classification?

• Where do artists get Where do artists get their ideas?their ideas?

• What determines What determines value?value?

• What distinguishes a What distinguishes a fluent foreigner from a fluent foreigner from a native speaker?native speaker?

• How does where we How does where we live influence how we live influence how we live?live?

Not Essential Not Essential

• How many legs does a How many legs does a spider have?spider have?

• Did nature influence Did nature influence Monet?Monet?

• How many dimes in a How many dimes in a dollar?dollar?

• What is the meaning of What is the meaning of the Greek term the Greek term technology from its technology from its Greek root “techne”?Greek root “techne”?

• Why were settlements Why were settlements developed around lakes developed around lakes and rivers?and rivers?

Big Ideas Big Ideas

• We interpret We interpret information and draw information and draw conclusions both from conclusions both from what we read and what we read and experience in life.experience in life.

• Knowing the difference Knowing the difference between fact and between fact and opinion and inferences opinion and inferences can help you become can help you become more discerning.more discerning.

Essential questionsEssential questions

• How do you How do you determine if a main determine if a main idea is believable?idea is believable?

• How can we decide if How can we decide if what we read is true what we read is true or accurate?or accurate?

• Facts, opinion and Facts, opinion and inferences, why do inferences, why do they matter?they matter?

Revisit unpacking standards to big ideas AND essential questions.

Students Students interpretinterpret, , analyzeanalyze, and , and evaluateevaluate informational textinformational text in order to in order to

extend understanding and extend understanding and appreciation.appreciation.

Big Ideas Big Ideas

• Graphic displays of Graphic displays of information supports information supports comprehension and comprehension and interpretation of interpretation of information.information.

• Prior experiences Prior experiences can impact the can impact the degree to which we degree to which we relate to and relate to and interpret visual interpret visual representations. representations.

Essential questionsEssential questions

• How can information How can information be represented through be represented through visual displays?visual displays?

• How do some types of How do some types of visuals better visuals better represent information represent information than others?than others?

• What knowledge do I What knowledge do I need to bring to the need to bring to the information in order to information in order to make meaning and make meaning and sense of the concepts?sense of the concepts?

Revisit unpacking standards to big ideas AND essential questions.

RelateRelate data and factsdata and facts from from informational texts to prior information informational texts to prior information and and experienceexperience with assistance. with assistance.

Essential or Essential or not?????not?????

Activity Activity Essential or Essential or NOT.docNOT.doc

•FFind your 3 o’clock ind your 3 o’clock partner and complete this partner and complete this page.page.

Answer key Answer key

Essential or NOT answer keyEssential or NOT answer key

Collaboration Time and ToolsCollaboration Time and Tools Locate the following tools in your packetLocate the following tools in your packet

• Tips for Essential QuestionsTips for Essential Questions• Essential question starter based on the six facets of understandingEssential question starter based on the six facets of understanding• Rubric for big ideas and essential questionsRubric for big ideas and essential questions

DirectionsDirections1.1. Identify the map you will work on Identify the map you will work on 2.2. Log on to Rubicon AtlasLog on to Rubicon Atlas

– review your questionsreview your questions– make changes as necessarymake changes as necessary

Report back at 10:30 for a wrap upReport back at 10:30 for a wrap up 1.1. Bring specific examples of big ideas and essential questions Bring specific examples of big ideas and essential questions

you changed to share.you changed to share.2.2. Bring ideas and questions that you struggled with and Bring ideas and questions that you struggled with and

would like to collaborate with your colleagues.would like to collaborate with your colleagues.

Resources Resources Here are some samples:Here are some samples:• http://www.authenticeducation.org/bhttp://www.authenticeducation.org/b

igideas/resource_carousel_list.lassoigideas/resource_carousel_list.lasso• See also Rubicon AtlasSee also Rubicon Atlas

ELA - 6th, 9thELA - 6th, 9thMath - 3rd, 6thMath - 3rd, 6thScience - 3rd, 6thScience - 3rd, 6thSocial Studies - 3rd, 8th, Social Studies - 3rd, 8th,

Collaboration Collaboration Global Global History/Geography IIHistory/Geography II

Final Reflection : Final Reflection : Complete UBD Complete UBD Report Card: Self Reflection ChecklistReport Card: Self Reflection Checklist

Now ask: Now ask: “What is MY next step for “What is MY next step for implementation?”implementation?”

Set goals – Set goals – personal, department, personal, department, grade level.grade level.

10:50-11:30 Lunch on your own10:50-11:30 Lunch on your own11:30 – 2:30 Break out sessions11:30 – 2:30 Break out sessions

Thank you and have a great afternoon Thank you and have a great afternoon