1. Topic and Introduction
How we use compelling questions to drive inquiry-based learning in the English and Arabic language classrooms at middle and high school stages
Universal American School, Dubai

2. Overview and Introductions..
Structure of the workshop
The Universal American School
What is concept Based curriculum?
Curriculum Terminology/ jargon
DSIB Indicators for Teaching and Learning…
Higher order thinking skills/critical thinking skills…
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3. The Structure of Knowledge3.
The student understands that…____________________________________________________ 2. 1.
© 2010 H. Lynn Erickson

4. The Structure of Knowledge
The student understands that...strong emotions can alter the dynamics of a relationship. 3 2
•Relationships • Emotions • Behaviors
Romeo and Juliet 1
© 2010 H. Lynn Erickson

5. Guiding /Compelling Questions Questions that promote
inquiry based learning…
Universal American School, Dubai

6. Types of Compelling/Guiding Questions
Factual
Provocative/Debatable
Conceptual
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7. Factual Questions to ensure the foundation of knowledge is in place.
provides the evidence for explaining understanding.
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8. Provocative Questions
Provocative questions provoke debates and thinking.
There are no right or wrong answers
Two to four provocative questions
“inch deep mile wide” versus in-depth exploration
Universal American School, Dubai

9. Conceptual Questions challenge students’ thinking beyond the facts.
reflect an understanding that is transferable
basically your generalization/BIG IDEA in a question form!
How does this transpire in an English classroom?
Universal American School, Dubai

10. Conceptual Based English Curriculum
Compelling questions stem from a four part preliminary process:
Content
Core Standards
Age/Developmentally Appropriate
Concepts/Conceptual Lens
Universal American School, Dubai

11. Example: Grade 8 Poetry Unit
SUBJECT: _____ _English__________ YEAR LEVEL: ____8____ CONCEPT: ____Conflict_ ____
CENTRAL IDEA
Conflict and tension expressed through poetry.
ENDURING UNDERSTANDING
ESSENTIAL PROCESSES
Understanding that poetry can give a voice to those who don't feel that they have one
Understanding that language can convey an intended meaning to the audience
Understanding that imbalances in power can lead to conflict
Deconstructing texts
Research
Analysis of diction
Analysis of poetic devices
Justification of ideas
Selection of information
Reflective thinking
Construction of texts
Universal American School, Dubai

12. COMPELLING QUESTIONS: Factual
What are the stylistic features found in poetry?
What is the difference between verse and prose?
Universal American School, Dubai

13. COMPELLING QUESTIONS: Debatable/Provocative
Is poetry necessary in today’s society?
Can poetry make a difference?
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14. COMPELLING QUESTIONS Conceptual
How can language convey meaning?
How can an imbalance in power lead to conflict?
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15. Compelling Questions Lead us towards text Inspire assessments
Universal American School, Dubai

16. Arabic conceptual curriculum in the secondary department
قسم اللغة العربية (تعلّم اللغة العربية كلغة أجنبية)
AFL levels in the secondary school: Beginners, Pre-intermediate, Intermediate, Upper-intermediate and Advanced. المستويات التي يضمها القسم: المستوى المبتدئ، مستوى ما قبل المتوسط، المستوى المتوسط، مستوى ما قبل المتقدم، المستوى المتقدم. Some concepts we are focusing on: Responsibility, culture, connections, services, food and health, identity and choices. من المفاهيم المطروحة للدرس ضمن المنهج: المسؤولية، الثقافة، التواصل، الخدمات، الطعام والصحة، الهوية والخيارات.
Universal American School, Dubai

17. Sample of a unit design/ Intermediate level
Unit title: City life and services.
Conceptual lens: Services
Sub-concepts: City life (discipline), Transportation, Services, Shopping.
نموذج من تصميم الوحدة للمستوى المتوسط:
عنوان الوحدة: حياة المدينة والخدمات
المفهوم الأساسي: الخدمات
المفاهيم المساندة/ الإضافية: حياة المدينة (النظام)، المواصلات، الخدمات، التسوق.
Universal American School, Dubai

18. Compelling Questions City life: A. Where do you live?/ Factual.
B. Are cities crowded/Conceptual.
C. Does discipline help city life to run
smoothly? Discuss./Provocative.
حياة المدينة: أين تعيش؟/ حقائقي هل المدن مزدحمة؟/ تعزيز المفهوم هل يساعد النظام في المدينة على تسهيل الحياة في المدينة؟ ناقش./ تحفيزي
Universal American School, Dubai

19. Compelling questions Transportation: A. How do you come to
school?/ Factual.
B. What are different types of
transportation means?/Factual.
C. What can you use in Dubai?/ Conceptual
D. Beside the many benefits of transportation, how does it affect environment? Give solutions./ Provocative.
المواصلات: كيف تأتي يوميًاإلى المدرسة؟/ حقائقي عدد أنواع المواصلات التي تراها من حولك. /حقائقي
ما وسائل المواصلات التي تستخدمها في دبي؟/ تعزيز المفهوم
رغم فوائد وسائل المواصلات، إلا أنها تؤثر سلبًا في البيئة. ناقش ذلك وأعط حلولا من عندك./ تحفيزي
Universal American School, Dubai

20. Compelling Questions Shopping: A. How often do you go shopping?/
Factual.
B. Which market do you go to?/ Factual.
C. Do you prefer bargaining? Why? / Provocative.
D. How can we economize in shopping? Give
examples./ Conceptual.
التسوق: كم مرة تذهب للتسوق في الشهر؟/ حقائقي إلى أي الأسواق تذهب؟/ حقائقي
هل تفضل المساومة عند التسوق؟ لماذا؟/ تحفيزي
كيف نقتصد أثناء التسوق؟ أعط أمثلة/ تعزيز المفهوم.
Universal American School, Dubai

21. Compelling questions
Services: A. What are services we need in a city?/ Factual.
B. Are these services easy to get?/ Conceptual.
C. Compare services and facilities between Dubai and another city/ your home country. /Provocative.
الخدمات: ما الخدمات التي نحتاجها في المدينة؟/ حقائقي
هل من السهل الحصول على هذه الخدمات؟ تعزيز المفهوم قارن بين الخدمات والتسهيلات في دبي ومدينة أخرى./ مدينتك مثلا./ تحفيزي
Universal American School, Dubai

22. Assessments التقييمات
Assessments should include questions which reflect deep conceptual understanding.
Assessments should address the three critical unit components: Understanding, Knowledge, Factual.
Assessments should address the most important generalization( Key understanding) for the unit.
يجب أن تضم التقييمات أسئلة تعكس الفهم العميق للمفهوم.
التقييمات يجب أن تعالج مكونات التفكير الناقد في الوحدة: ( الفهم، المعرفة، الحقيقة.)
التقييمات يجب أن تعالج القواعد العمومية في الوحدة.
Universal American School, Dubai

23. References
Erickson, L., (2010) Stirring the Head, Heart and Soul with the concept based curriculum.
Contact s:
Universal American School, Dubai