Step 1 What do you THINK you know? Step 2 What PUZZLES you about this topic? Step 3 How can we EXPLORE these puzzles?

This routine can be used as an alternative to the classic KWL: “What do you KNOW?” can have the effect of alienating students who feel they don’t know anything about the topic “What do you THINK you know?” is a subtle but powerful shift in engagement

Step 1 What do you THINK you know? Students jot down their thoughts and ideas drawing on past recollections and experiences Wind Power Let’s try it: You will need 2-3 sticky notes. Take 2 minutes and write down what you THINK you know about

Step 1 What do you THINK you know? Students jot down their thoughts and ideas drawing on past recollections and experiences Wind Power Your ‘think’ list reflects your prior knowledge and experience about the topic. Take 1 minute to share with a shoulder partner.

Step 2 What PUZZLEs you about this topic? Pushes student thinking to wonder more about the topic. "What would be interesting to investigate or learn more about? What are you curious about?" Wind Power

Step 2 What PUZZLEs you about this topic? In science, this is a natural opportunity to discuss types of questions: those that can be investigated or tested and those that are answered by researching what is already known.

Wind Power Step 2 Take a look at your list of ‘puzzles’ Mark your statements/questions by whether they can answered through an investigation or if the answer can be found through simply researching In a some puzzles, it may be marked as both Example puzzles: -how long are wind turbine blades? (research question) -do the materials used to build the wind turbine blades effect how much electricity it produces? (investigable question; may be researchable as well)

Step 2 This step has the potential for assessment of ideas Are student puzzles mostly fact gathering (ex. How tall are wind turbines?) Or are the puzzles focused on relationships and continued inquiry (ex. How has wind power affected land use?) As teachers we want to be aware of the level of our student’s thinking so we can lead them to understand the difference and to higher levels of inquiry*

Step 3 How can we EXPLORE these puzzles? Students create ways that their puzzles can be solved. "Whom might you ask? Where could you get further information?" If questions can be answered by research, students can make a list of who they might ask and/or how will they choose their key words for searching information. If questions have been identified as investigable, students can plan out the investigation including resources and steps needed for testing.

Step 1 What do you THINK you know? Step 2 What PUZZLES you about this topic? Step 3 How can we EXPLORE these puzzles?