1. Welcome to the Teaching Sharing Presentation! This presentation was designed by Danielle Spencer for an EDES 542 assignment. When you are finished this powerpoint presentation, then please return to the wiki to explore the rubrics and handout page. Don't forget to visit the discussion page on the wiki to share your thoughts on this stage of inquiry!

2. 1.Introduction: What is the sharing phase of inquiry? 2.How do I teach students to: present new understandings successfully? 3. How do I teach students to: communicate effectively with the audience? 4. How do I teach students to: demonstrate appropriate audience behavior? 5. How do I teach students to: reflect on their learning? 6. Conclusions 7. References

4. Teaching Sharing is the fifth stage of the "Focus on Inquiry" model by Oberg and Branch. Oberg and Branch contend that in this stage students develop these skills and strategies (FI, p. 67) : communicate with the audience present new understandings demonstrate appropriate audience behavior What is the sharing phase of inquiry? “By learning you will teach, by teaching you will learn.” Latin Proverb Alberta Learning (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning.

5. Students will learn to: Share new understandings with an appropriate audience Focus on the particular needs of the audience Reflect on the successes and challenges of their sharing experiences and write/talk about what they have learned Evaluate sharing strategies and offer suggestions for improvement next time Acknowledge the feelings that accompany this phase (FI, p. 67) Alberta Learning (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning.

6. In the sharing phase of inquiry, students will develop presentation skills that aid in knowledge integration, speaking skills, interdisciplinary and creative thinking, self-expression, and self-confidence (Fry et al, 2000). It is important that the teacher provides students with opportunities to think about the needs of the audience, prepare for sharing by practicing in front of an audience, practice using audio visual or electronic materials and offer constructive suggestions. The teacher also gives opportunities, in the context of classroom activities, for students to build presentation skills. It is in this stage that students will feel a sense of satisfaction if the research has gone well and disappointment if it has not(Kuhlthau's ISP model). They may also feel proud, anxious and eager to share their work and may be highly sensitive to criticism, especially if they feel that others do not recognize their efforts (FI, p. 68).

7. What am I feeling at this phase about my inquiry (excitement and interest; pressure to perform)? How can I deal with these feelings in ways that will enhance my success? How can I make my product most appropriate for my audience? How will I get the response I want from my audience? Throughout this phase students develop an awareness of the metacognitive processes as they ask:

8. Oberg and Branch contend that students will be more successful when teachers provide opportunities in the classroom to develop the skills in this stage of inquiry (FI, p. 67). Students need opportunities in the classroom to learn: presentation skills to share new understandings in a variety of ways with an appropriate audience to share new understandings with larger and more diverse audiences develop positive feedback and questioning techniques support others in sharing by participating as audience members Alberta Learning (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning.

9. In the article, “Let’s Talk About Student Presentations,” Doree et al discuss significant reasons for sharing (Doree et al, 2007). They are: Speaking skills directly serve graduates entering the workforce. Explaining, through speaking or writing, is a very powerful learning tool. Explaining work to an audience can led to a deeper understanding of the topic. Some students can explain their understanding of information better in speaking assignments, which offers teachers an alternative form of assessment of student learning With more experience speaking in front of an audience, students may become more comfortable and confident with public speaking.

10. Oberg and Branch state that if students have been given enough supports throughout the inquiry process, they are proud of their product and eager to share it, regardless of the format or audience (FI, p.13). It is in this stage, where students take ownership and become “the teachers,” and where students are audience members and learn how to demonstrate appropriate audience behavior, while their peers teach them. I chose the picture of the student with the apple for my title page because it looked like the student could be receiving the apple or passing it on, symbolizing sharing of knowledge.

11. Throughout this presentation, these questions will be explored: What strategies do we use to ensure that we are setting students up for success during this stage of inquiry? How do we help students acknowledge their feelings in this stage?

13. Every child has their own strengths and giving students opportunities to present information in a variety of ways provides students with the opportunity to develop their strengths. The theory of multiple intelligences states that students may have expertise in a certain area like music, art, spatial relations or interpersonal knowledge, and it is important to encourage students to use their strengths in their presentation (Brualdi, 1998). Students can complete a “presentation planner” to help them identify different ways that they would like to present. (presentation planner is on the handouts page of the wiki). Teaching Strategies for Presenting Information Effectively

14. Students need to develop an understanding of what an effective presentation looks like, sounds like, and feels like. Depending on grade and prior knowledge of your students, different approaches can be used, but student reflections with all approaches is important. Through practice, exemplars and proper preparation, students will develop self-confidence to present their information with an audience. 1. Through a class discussion: a) The teacher asks the students to think of the worst presentation they have ever had to sit through. Then, as a group, students come up with a list of what made it a poor presentation and put words to describe the presentation on one half of the board. They would include words like "monotone" and "poor organization." Once a list is created, the teacher has the students think of what makes a good presentation, and they complete the other half of the board describing what an effective presentation looks like (Goering, 2003). From the lists, the class can create a rubric for an effective presentation.

15. b) For elementary and primary grades, the teacher may provide a rubric and model the expectations. For example, the teacher would discuss what a clear voice sounds like and what good eye contact looks like. As the teacher goes through the rubric with the class, students discuss what the different components of an effective presentation. Also, students need lots of opportunities to practice, so even when sharing a story in class, student practice these skills to develop confidence. 2.Viewing Exemplars: There are a number of videos on the LearnAlberta.ca site that teachers can use to help teach the sharing phase of inquiry. There are some great exemplars of effective presentations on this site. One video series is titled “Researching and Making Presentations,” where students receive tips and an can reflect on how to create effective presentations. The video series is leveled for different grades and is under four headings: turbo, ultra-turbo, pro and super-pro (Alberta Education, 2005).Alberta Education, 2005

16. Turbo: For students just starting out- this video shows elementary students presenting in different ways and why they chose to present their topic in a certain manner. They discuss how every good presentation calls for planning and organization and to pull that information into a useful way of presenting it. They remind students that the presentation is not just about the topic, but also about them! The video shows students a variety of ways to present information, from a diorama, to adding some drama and humor. Ultra-Turbo: For students that know just a little bit about their topic- This video shows how students planned and organized their presentation. In this video students demonstrated one presentation using a diorama with pictures and images and state that it is more interesting than just speaking. Students also explain that they use humor to make a connection with the audience. At the end of the video, a student states that the presentation becomes more than just a presentation, it turns “into a real event!” Alberta Education. (2003). Spectrum: Researching and Making Presentations.

17. Pro: For high school students that are familiar with the topic- A high school student gives tips on how to make an effective presentation including: State your points clearly and don’t forget to credit your sources Remember you communicate verbally and non-verbally Use your voice to engage your audience Use your imagination The way you present makes a big difference. Other tips given in this video are why students chose a particular way to present, choosing one format over another because it is clear and simple, and using technology such as overheads gives an opportunity to demonstrate what they were saying and that didn’t take away from what they were saying. Alberta Education. (2003). Spectrum: Researching and Making Presentations.

18. Super-Pro: For high school students that are very familiar with the topic and provide students with the following tips: Be sure you know your purpose: Is it to entertain or persuade? Is your presentation formal or is it informal? What can you add to make it more interesting to your audience? When using technology make sure it helps to achieve your purpose State your points clearly and don't forget to credit your sources Remember that you communicate verbally and non-verbally Watch your posture, gestures and body language and use your voice to engage your audience When you decide how to present your material, use your creativity The way you present makes a big difference Alberta Education. (2003). Spectrum: Researching and Making Presentations.

19. After reading Goering’s article, “Planning Student Presentations,” it was clear to me that in order for students to be successful at gaining the skills and confidence to present, they need to see what an effective presentation is and they need a rubric to see the teacher’s expectations. I use rubrics frequently and will try to use the presentation rubric throughout the school year, not just when their research project presentations are due.

21. Communicating with the Audience As early as the “planning phase,” the audience is identified and in the “creating” phase of inquiry students chose an appropriate format and media to engage the audience and consider the needs of the audience. Although students may choose a variety of formats to present their information, it is in the sharing phase, that students practice communicating their new understandings to the audience. There are a number of ways teachers can teach students effective communication skills, even before students are expected to give a presentation. Teachers need to give students opportunities to practice speaking in front of appropriate audiences, small group and large group, and to practice setting up any multimedia or audiovisual technology that is needed (FI, p. 68). "Surveys of adult fears have ranked public speaking among the most feared experiences, in some instances above death, heights, and flying" (Wallechinsky in Combles et al, 2008).

22. 1.Giving students a quote or general topic on a slip of paper with something as easy as, say, "peanut butter" or "your favorite holiday." Students then must speak on that subject for 30 seconds. In the article, “Promoting Communication Skills in the Classroom,” Sherri Shafer found that with only five to six impromptus, students learn to stand in front of their classmates and speak. She notes that impromptus work best when the topics are "light hearted, even silly" (Shafer, 2009). With lots of opportunities to speak in front of an audience, students become more comfortable with the experience (Shafer, 2009). If you cannot think of impromptus, just type "impromptu" into Google. Strategy: Impromptus Strategies for Communicating Effectively with an Audience:

23. There are different presentation strategies that teachers can teach students including the strategy called "PAVES." Using this strategy throughout the year, can help students become more confident and successful public speakers (Combes et al, 2008). PAVES is a mnemonic and stands for: posture, attitude, voice, eye contact, and smile. Making a poster to help students remember what PAVES stands for will help them follow it. PAVES gives students clear steps on how to communicate with the audience while presenting and helps to remember the techniques through this mnemonic. It also addresses students internal and external behaviors toward effective public speaking (Combes et al, 2008) Strategy: PAVES: A Presentation Strategy Strategies for Communicating Effectively with an Audience:

24. P for Posture- Good posture means standing up straight and facing the audience. This helps the audience on focus on the content rather than the presenter and helps the presenter to breathe more easily. A for Attitude- Students discuss how to demonstrate a positive attitude, thinking good thoughts and staying focused on the preparation. Teaching positive self-talk like "I know my information well," and "I conducted my experiment, I checked my results, I am prepared for questions," is beneficial in developing a positive attitude. V for Voice- Discuss with students clarity, tone and rate. Give students the opportunity to test their voice! E for Eye Contact- Teachers discuss and define eye contact with their students and explain why it is important. Students need opportunities to practice and can role play presenters and audience. In the role play students look at the audience, find several friendly faces, and apply the 5 second spotting practice. S for Smile- Students learn that smiling tells the audience that the presenter is enjoying sharing information and puts the audience (and the presenter) at ease. Students share examples of what a person should look like when enjoying sharing information.

25. Teaching Strategies for Presenting Information Effectively Tips for teachers: Students can use a presentation planner (see handouts page) and ask themselves: What am I feeling at this phase about my inquiry (excitement and interest; pressure to perform)? How can I deal with these feelings in ways that will enhance my success? Students can complete a checklist to determine if they are prepared (see handouts page) and ask themselves: What am I feeling at this phase about my inquiry (excitement and interest; pressure to perform)? How can I deal with these feelings in ways that will enhance my success? Make sure you provide enough time for each presentation Ensure students book technology well in advance and practice with the technology before their presentation Have students practice in small groups, where they can get feedback and reflect and ask themselves: How can I make my product most appropriate for my audience? How will I get the response I want from my audience? Students can write/talk about their reasons for presenting their information in a certain way, how they meet the needs of the audience and ways to improve Be supportive of student products FI, p 68.

26. After reading the research articles by Goering, Combes and Shafer on strategies to teach presentation skills, I realized that we need to teach these skills throughout the year, not just during a project. These skills can be taught at different times throughout the day. For example, students can practice the PAVES strategy when they share their stories in small groups. Impromptus, where students learn to public speak, can be part of a sponge activity after students learn about a particular topic.

28. Strategies for Teaching Appropriate Audience Behavior 1. Attentive Listening Attentive listening is an important skill that teachers need to teach students and one opportunity to demonstrate attentive listening is during presentations. One strategy for primary and elementary students is to use the "Attentive Listening Hand," or the "Give Me Five," where the goal is to teach students how to be attentive and to be aware of their body's readiness (McPherson, 2008). I have modified the original "Give Me Five" to meet the needs of the learners in my classroom. Some students have a difficult time sitting still, so I don't use the "body still" on the pinky finger, I use "Is my brain thinking?." McPherson effectively contends that we need to recognize appropriate listening situations and adapting the listening strategy to "Give Me Four," or "Give Me Three," when necessary (McPherson, 2008). I make a big poster of a hand on the palm of the hand and a little poster for desks and I write the question, "Am I being an attentive listener?" On each finger I have a picture and a question that we practice daily when the students need to be attentive. McPherson, K. (2008). Listening Carefully. Teacher Librarian. 35(4), 73-77.

29. The questions and pictures for the “attentive listening hand” are: thumb: Are my hands still? (picture of a hand) pointer finger: "Is my mouth quiet?" (picture of a mouth closed) middle finger: " Are my ears listening?" (picture of ears) ring finger: "Are my eyes on the speaker?" (picture of eyes) pinky finger:"Is my brain thinking?" (picture of a brain) or "Is my body still?" (McPherson, 2008). palm: “Am I being an attentive listener?”

30. 2. Active Listening Another skill students need to learn to demonstrate appropriate audience behavior is active listening. Active listening strategies are used to help students learn metacognitive awareness and to show that they are listening (McPherson, 2008). McPherson highlights seven strategies and these include teaching students to: 1. ask the presenter/teacher questions to find out more 2. let the speaker finish before you talk 3. finish listening before you speak (take time to think about what you're going to say) 4. repeat the information in your own words 5. say something, take notes, or nod to show that you heard and understand 6. predict what will happen next 7. relate what you heard to what you already know Strategies for Teaching Appropriate Audience Behavior McPherson, K. (2008). Listening Carefully. Teacher Librarian. 35(4), 73-77.

31. Strategies for Teaching Appropriate Audience Behavior 3. Asking Powerful Questions In “Modeling the Tools” students learn to frame effective, powerful questions (Learnalberta, 2008). In the instructional sequence, learning to ask powerful questions is modeled a number of times. It begins with the whole class preparing powerful questions to ask guest speakers, so that students will eventually ask questions independently.Learnalberta, 2008 “If I had an hour to solve a problem and my life depended on the solution, I would spend the first 55 minutes determining the proper question to ask, for once I know the proper question, I could solve the problem in less than five minutes.” —ALBERT EINSTEIN Alberta Education. (2005). Asking Powerful Questions.

32. 1.Preplanning: Students need background knowledge in the topic and weeks before the guest speaker comes in students learn about the topic in a variety of ways (pictures, biographies, etc.) 2.Ask students to think about what a really good question could be. (Primary students need to learn to distinguish between a question and a statement). 3. The teacher provides an example of powerful and not so powerful questions. These can also be used to develop the concept of a powerful question. (sample on the next slide). Steps in Learning to Ask Powerful Questions Alberta Education. (2005). Asking Powerful QuestionsAlberta Education. (2005). Asking Powerful Questions.

33. In “The Art of Powerful Questions,” Vogt et al explain that a powerful question (Vogt et al, 2003): generates curiosity in the listener stimulates reflective conversation is thought-provoking surfaces underlying assumptions invites creativity and new possibilities generates energy and forward movement channels attention and focuses inquiry stays with participants touches a deep meaning evokes more questions Vogt, et al. (2003). The Art of Powerful Questions: Catalyzing Insight, Innovation and Action.

34. Powerful QuestionsNot Powerful Questions How did you decide that you wanted to do this job? What is your job? What is the hardest part about your job? What is your favorite hobby? What is the most interesting thing you do at work? How long have you been working at your job? Would you recommend that young people consider doing this job when they are adults? How much money do you make? Sample of powerful and not so powerful questions: Alberta Education. (2005). Asking Powerful QuestionsAlberta Education. (2005). Asking Powerful Questions.

35. 4. The class determines a criteria (rubric) for powerful questions. 5. Generate possible questions for the guest speaker and make a list of the questions. Then decide which questions meet the criteria. 6. Apply the criteria for powerful questions. The teacher models how to use the “self assessment checklist” to decide on the quality of the question. (checklist is on the wiki). There are a number of videos available on the learnalberta site and they show how “Asking Powerful Questions” was used in three separate classrooms. These videos provide a guide for teachers teaching questioning and for students learning to ask powerful questions. Alberta Education. (2005). Asking Powerful Questions.

36. Strategies for Teaching Appropriate Audience Behavior 4. Developing Positive Feedback While teachers can teach students to ask questions for reflection, there are also vital questions that students need answered so they can learn from their presentation, and so they can improve on future presentations. Students need feedback on what went well and what needs improvement in their practice presentations and after their presentation (Preddy, 2003). Here are some questions that peer evaluators can respond to: What was done well in the presentation? What appear to be your peer’s researching strengths? What was done well in the final project's product? What did your peer seem to know best about his or her research topic? At the conclusion of the presentation, was the peer able to summarize the topic? What were your opinions of your peer's inquiry topic before the presentation? What were your opinions of your peer's inquiry topic after the presentation? Preddy, L. (2003). Student inquiry in the research process: Part 5: Inquiry research conclusion & reflection. School Library Media Activities Monthly. 19 (7), 24-29.

37. After reading “The Art of Powerful Questions,”by Vogt and watching the videos on “Asking Powerful Questions,”on the learnalberta site, I learned a very sequential way to teach students what powerful questions are and how to ask them. Again, using this strategy throughout the year, in the context of classroom activities, will help students gain the skills to ask powerful questions. In Grade One, it take students a while to determine the difference between a question and a statement, but providing mini- lessons on asking powerful questions, and then practicing after read-alouds and other appropriate times would prove beneficial. There are lots of opportunities throughout the day when students can practice demonstrating appropriate audience behavior. After sharing their story, students can practice giving positive feedback. Students can learn to think of one thing that they liked about the story or how it was read. Students will be more at ease when the classroom environment is structured so that students know that the audience will be attentive, active and supportive.

39. How can students reflect on the process of sharing? Students reflect throughout this process by using a checklist, journals, discussions. Teachers can teach students to ask questions for reflection after presenting to the “test audience” and after they have completed their presentation to the “real audience”: What would I do differently in my next presentation? What strategies did I use to get myself ready for the presentation? What strategies did I use to get and maintain my audience's attention that I can use again? Reflecting on the Process Alberta Learning (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning.

41. My Reflections on the Process It is important for students to reflect on their learning in every phase of inquiry. During this phase, it is important for students to reflect after they practice their presentation in front of the test audience and after they present in front of the audience. Once they reflect they need to discuss their reflections with someone, so they can brainstorm ways to improve. Most important is that students need to have positive support, guidance and encouragement throughout the process of sharing. In my class, we spend lots of time reflecting on learning and we practice giving each other feedback throughout the day. It takes a lot of teaching and modeling to get students to really listen to each other and to offer constructive feedback. When students go in partners or groups, I am always aware of which groups work well together and which students need extra monitoring during this activity.

42. Conclusion Teaching sharing involves teaching students to communicate effectively with the audience, to present new understandings and to demonstrate appropriate audience behavior. Teaching students to present takes time and can be included in the context of classroom activities. Students reflect throughout the entire process of sharing. They reflect when they practice their presentation, reflect when receiving and giving feedback and reflect after their presentation. Their learning becomes more meaningful as they experience presenting and reflect on the process.

43. Essential Questions I have a class of 37 students and feel that is too time consuming to have each child present. How would you, a teacher librarian, respond to me? How do you deal with the student or students who have a very difficult time speaking in front of the group? We will discuss these questions on the wiki’s discussion page.

45. References Alberta Education. (2005). Asking Powerful Questions. Retrieved on March 8, 2009 from http://www.learnalberta.ca/content/ssmt/html/askingpowerfulquestions_mt.html. http://www.learnalberta.ca/content/ssmt/html/askingpowerfulquestions_mt.html Alberta Education. (2003). Spectrum: Researching and Making Presentations. Retrieved on March 8, 2009 from http://www.learnalberta.ca/Search.aspx?lang=en.http://www.learnalberta.ca/Search.aspx?lang=en Alberta Learning (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Edmonton, AB: Alberta Learning. Available at http://www.education.gov.ab.ca/k_12/curriculum/bySubject/focusoninquiry.pdf. http://www.education.gov.ab.ca/k_12/curriculum/bySubject/focusoninquiry.pdf Brualdi, Amy. (1998). Gardner’s theory. Teacher-Librarian. 26(2), 26-28. Retrieved on March 15, 2009 from http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?index=29&did=37812752&SrchMode=3& sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1237157611&clientId=12301 &aid=1. http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?index=29&did=37812752&SrchMode=3& sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1237157611&clientId=12301 &aid=1 Combes, B., et al. (2008). PAVES: A presentation strategy for beginning presenters in inclusive environments. Teaching Exceptional Children. Reston. 41(1), 42-48. Retrieved on March 8, 2009 from http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?index=2&did=1563605081&SrchMode=1 &sid=6&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1237158822&clientId=1230 1. http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?index=2&did=1563605081&SrchMode=1 &sid=6&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1237158822&clientId=1230 1

46. Doree, S., et al. (2007). Let’s Talk About Student Presentations. West-Point. 17(4), 338-353. Retrieved on March 8, 2009 from http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?index=6&did=1383817331&SrchMode=1&sid=3&Fmt=4&VInst=PROD&VT ype=PQD&RQT=309&VName=PQD&TS=1236576218&clientId=12301. http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?index=6&did=1383817331&SrchMode=1&sid=3&Fmt=4&VInst=PROD&VT ype=PQD&RQT=309&VName=PQD&TS=1236576218&clientId=12301 Fry, et al. (2000). The Reading teacher's Book of Lists, Fourth Edition. Prentice Hall. Retrieved March 8, 2009 from http://www.teachervision.fen.com/public-speaking/printable/6314.html.http://www.teachervision.fen.com/public-speaking/printable/6314.html Goering, Laura (2003). Carleton College. "Planning Student Presentations", Teaching Tips, Perlman Center for Learning and Teaching, Carleton College. Retrieved March 8, 2009 from http://serc.carleton.edu/introgeo/campusbased/presentation.html."Planning Student Presentations" http://serc.carleton.edu/introgeo/campusbased/presentation.html Kulthau, Carol C. (N.D.) Information Search Process. [Online] Retrieved March 8, 2009 from http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm. http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm McPherson, K. (2008). Listening Carefully. Teacher Librarian. 35(4), 73-77. Retrieved from March 13, 2009 from http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?index=24&did=1475341891&SrchMode= 1&sid=5&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1236967232&clientId=123 01. http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?index=24&did=1475341891&SrchMode= 1&sid=5&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1236967232&clientId=123 01

47. Preddy, L. (2003). Student inquiry in the research process: Part 5: Inquiry research conclusion & reflection. School Library Media Activities Monthly. 19 (7), 24-29. Retrieved March 8, 2009 from http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?index=0&did=304984051&SrchMode=1& sid=4&Fmt=4&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1236738216&clientId=12301. http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?index=0&did=304984051&SrchMode=1& sid=4&Fmt=4&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1236738216&clientId=12301. Vogt, et al. (2003). The Art of Powerful Questions: Catalyzing Insight, Innovation and Action. Retrieved on March 14, 2009 from http://www.theworldcafe.com/articles/aopq.pdf. http://www.theworldcafe.com/articles/aopq.pdf