social studies teacher leadership network

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Social Studies Teacher Leadership Network. October 28, 2014 Facilitators. Carole Mullins, Instructional Specialist, KDE/KVEC Linda Holbrook, Literacy Consultant, KDE Jennifer Carroll, PGES Consultant, KDE/KVEC Mary McCloud, Literacy Consultant, KVEC - PowerPoint PPT Presentation


Social Studies Content Leadership Network

Social Studies Teacher Leadership NetworkOctober 28,

9:00 CaroleWELCOME

1FacilitatorsCarole Mullins, Instructional Specialist, KDE/KVECLinda Holbrook, Literacy Consultant, KDEJennifer Carroll, PGES Consultant, KDE/KVECMary McCloud, Literacy Consultant, KVECDionne Bates, Achievement Gap Consultant, KVECMelissa Ferrell, Exceptional Children Consultant, KDEPaul Green, ARC and KVEC/ARI ConsultantGUEST PRESENTERS:Kadi Ralston, Instructional Specialist, KDE/GRRECTeresa Emmert, Instructional Specialist, KDE/GRREC

Carole - Introductions2

Our Target Focus:

Question Formulation Technique I practice then I do

Connecting Highly Effective Teaching with Questioning

Assessment Literacy and Student LearningYielding Defensible Evidence around Inquiry Standards

Identifying Capacities Required to Implement StandardsExploring Student QuestioningCarole3

Tracking Your DayCarole4Willing to Be DisturbedQuotation Mingle

After reading the article, take a quote from the envelope on your table. With someone from a different table, discuss quotes and the two questions below: When do you feel most uncomfortable professionally? What in the article made you feel better about being disturbed?

Journal Reflection:What is the overall takeaway message from this article?Linda or CaroleLEADERSHIP PILLARRead articleQuotes from article will be in envelops on tablesEach person will take a quote, meet with someone from another table and discuss quotes and questions on screenReturn to seat and complete journal reflections

5Highly Effective Teaching and LearningCreating Compelling and Supporting Questions

Carole or Jennifer: FOCUS FOR TODAY

Refer TLs to the laminated card: Practices in the Inquiry Cycle for Social Studies6

Domain 3: Instruction3b Questioning & Discussion TechniquesJennifer: Framework 3b: (Page 32 in the 8.5 format and Page 27 in the 8.5 by 14 format)

Instructions for Activity on next slide

7Making ComparisonsRead the summary AND the descriptors for both the Accomplished and Exemplary category.

Summarize the difference between them.

With a discussion partner, share your summarizations.

Synthesize into a superior summarization at your tables and write it in your journal.

Instructional Strategy: FSLC (Formulate, Share, Listen, Create)


Look at the critical attributes below that. See the distinguishing characteristics among the 4 categories. 8Critical AttributesIn addition to the characteristics of accomplished:Students initiate higher-order questions.Students extend the discussion, enriching it.Students invite comments from their classmates during discussion.


Clearly critical attributes of best practice have students initiating and leading the classroom.

High-quality questions encourage students to make connections among concepts or events previously believed to be unrelated, and arrive at new understandings of complex material. Effective teachers also pose questions for which they do not know the answers. Even when a question has limited number of correct responses, the question, being non-formulaic, is likely to promote thinking by students. Class discussions are animated, engaging all students in important issues and in using their own language to deepen and extend their understanding. These discussions may be based on questions formulated by the students themselves.

Not all questions must be at high cognitive level in order for a teachers performance to be rated at a high level; that is, when exploring a topic, a teacher might begin with a series of questions of low cognitive challenge to provide a review, or to ensure that everyone in the class is on board. Furthermore, if the questions are at a high level, but only a few students participate in the discussion, the teachers performance on the component cannot be judged to be at a high level. In addition, in lessons involving student in small-group work, the quality of the students questions and discussion in their small groups may be considered part of this component.In order for students to formulate high-level questions, they must have learned how to do so. Therefore, high-level questions from students, either in the full class, or in small group discussions, provide evidence that these skills have been taught.9Consider thisThe teacher is usually the person who asks the questions during a discussion. In a longitudinal study of elementary and secondary school classes, Dillon (1990) found that each student asks only one question(s) per month on average. Teachers must take deliberate steps to get their students to ask questions.

JenniferAsk participants to guess how often students ask questions. 10

Students' Questions as a Catalyst for:Deeper Learning, Joy in Teaching and a Healthier Democracy The Right Question Institute

CaroleIntroduction to Make Just One Change book and the Right Question Institute

Will receive copy of the book later Intended for all grade levels and all content areas!!11 The Big IdeaStudents are more successful when they learn to ask their own questions.CaroleProcess of learningExample:Parents not knowing what questions to ask

12 Inquiry and Rigor Kys Framework for Teaching KCAS for Social Studies KCAS for ScienceRelevance to New DemandsCarole

What makes this big idea so relevant to you as a KY teacher?

Relevant to new requirements and 21s cent/global skills

13Experiencing the Question Formulation TechniqueTM (QFT)


Components of the Question Formulation TechniqueTM

A Question Focus (Q-Focus)Rules for Producing QuestionsProducing QuestionsCategorizing Questions-Open/ClosedPrioritizing QuestionsNext StepsReflection

15Rules for Producing Questions Ask as many questions as you can. Do not stop to answer, judge, or discuss. Write down every question exactly as it was stated. Change any statements into questions.


Reference your handout for Question Formulation Technique.

16Question Focus (Q-Focus) A Question Focus IS a simple statement, a visual or aural aid to help students generate questionsCreated from curriculum contentBriefStimulates a new line of thinkingA Q-Focus is NOT A questionCarole17Question FocusSome students are not asking questions in my classroom.Carole 18Producing Questions 4 min.Some students are not asking questions in my classroom.Ask QuestionsFollow the RulesNumber the Questions

CaroleTLs will ask questions independently for 4 minutes on a piece of paper: (Produce Your Questions section of QFT handout, Bullet 1)

Combine questions on CHART PAPER following the rules 6 minutes (Bullet 2 of handout): No discussion about questions and write them down exactly as stated

Go through questions and change any statement into a question

Number the questions

Sample Questions:How are the students who are not asking questions performing in your classWhat kind of questions do I want students Have I created an environment conducive to student questionsWhy are they not asking questionsHow can I model High Level questions for studentsDoes the classroom environment create a clrm of trust.Do students feel comfortable asking questionsDo the students that are not asking questions know how to ask themHow can I teach students to ask effective questions

19Categorizing Questions: Closed/OpenDefinitions: Closed-ended questions can be answered with a yes or no or with a one-word answer.Open-ended questions require more explanation. Directions: Identify your questions as closed-ended or open-ended by marking them with a C or an O.Carole

Follow directions on slide and Improve Your Questions on QFT handout

20Change Closed to Open -Ended Questions (Divergent Thinking)Directions: Take one closed-ended question and change it into an open-ended questionCarole

Follow directions on slide and Improve Your Questions on QFT handout

21Change Open to Closed -Ended Questions (Convergent Thinking)Directions: Take one open-ended question and change it into an closed-ended questionCarole

Follow directions on slide and Improve Your Questions on QFT handout

22Prioritizing Questions Review your list of questions Choose the three questions you consider most important While prioritizing, think about your Q-Focus:

Some students are not askingquestions in my classroom.Carole

Follow directions on slide and Prioritize Your Questions on QFT handout

23REFLECTION Why did you choose those three questions as the most important?Where are your priority questions in the sequence of your entire list of questions?Which questions at your table are the most likely candidates for compelling questions? Supporting questions?


Follow directions on slide and Prioritize Your Questions on QFT handout

24Classroom Example:Elementary SchoolTeacher: Mitch Mosbey, Noblesville, INGrade: First gradePurpose: Prepare for a unit that talks about rules and responsibilities as well as introduce the 7 Habits of Highly Effective Kids. Example Source:

Lets quickly look at some examples

In-Depth Look at a Sharply Focused Strategy

25Question FocusImage source:

Carole26Student Questions

Priority Questions:What do leaders create?What do they change?What do leaders create to make change?

Image source: