1. Developing Questions That Matter

2. Think – Pair – Share What makes a good question?
With your partner brainstorm things that make a good question.
One person in the pair will record your thoughts
The other person will share the groups ideas with the whole team

3. New Blooms

4. What makes a good question?
Stimulates interest/arouses curiosity
Connects with all students on their level/with their background (all can respond to some degree)
Purposefully advances educational goal
Gets to an understanding (not just a fact!)

5. A look at some questions

6. Break

7. 21st Century Skills! Creativity Collaboration Communication
Critical Thinking

8. Structured Academic Controversy (SAC)
Question as driving force in lesson

9. SAC Instructions 1. You get into your assigned pairs and groups.
A. The pair is your partner who will be on your side
B. The other pair that makes up your group is your opponents

10. SAC Instructions
2. With your partner, you will come up with the three best arguments for your side (I have assigned it). I have given you a few arguments, but you may also come up with your own.

11. SAC Instructions
3. Write down the three main arguments you and your partner will use in the space provided. Again, you may come up with your own reasons as well.

12. SAC Instructions Round 1
The top pair will go first, arguing their side. Each person must say and explain at least one point.
The bottom pair will listen and write down at least one relevant question to ask the other side. The bottom pair should ask the top pair their question. The top pair should respond.
[Bottom pair: Be sure to write down the question in the space provided]

13. SAC Instructions
6. When I say so, the bottom pair will argue their side. Each person must say and explain at least one point.
7. The top pair will listen and write down at least one relevant question to ask the other side. The top pair will ask their question and the bottom pair will respond.
[Top pair: Be sure to write down the question in the space provided]

14. SAC Instructions Round 2
When I say so, you will then switch positions. With the same partner, come up with at least three main arguments for your new side (if you argued we should drop the bomb in round one, you will now be arguing that we should not drop the bomb).
[Write down the arguments in the space provided]

15. SAC Instructions
Just like in Round 2, each side will get a chance to state and explain their reasons. The listening side should write down at least one question to ask the other side.

16. SAC Instructions Key points:
Pick the best arguments and talk about them with your partner.
When sharing your arguments, don’t just read them! Explain why you think that evidence is important.
The question you ask the other side while you are listening might require more research. It is okay if they cannot answer you right away or if you cannot answer them right away.

17. When you are done…
Flip to the very back and complete the exit ticket. Next class, I will collect this packet. We will be having a debate on this topic and you will get to pick your side based on your own opinion.

18. SAC—What makes a good question?
Stimulates interest/arouses curiosity
Connects with all students on their level/with their background (all can respond to some degree)
Purposefully advances educational goal
Gets to an understanding (not just a fact!)

19. Questioning for Scaffolding
Thinking about your questions ahead of time can allow you to build interest, and understanding throughout a lesson.

20. Scaffolding What background information do I need students to access?
What skills or facts do they need to know to be successful?
What are my goals for the lesson?
Can I use my questions to help guide them through the lesson?

21. Lesson on Electoral Process
Questions to access background knowledge:
Questions to build understanding:
Questions to assess learning:

22. Rubric Lesson General Lesson:
Explain to students that today they will be become the teacher, scoring the work of other students using the communication rubric we have previously gone over.
Allow students to pair up, and hand out the exemplars. They may work in pairs to score the work. If they disagree on a score they should justify their reasoning to each other, but a consensus is not a requirement. Explain they need to be prepared to justify their scores to the class. Allow about minutes for students to work.
As class finishes display each piece of work on board and have students share their scores and justify. Share with the class what the teacher’s scored it. Discuss that when in doubt we go with the lower score to push them to do better.

23. Questions to Add Background knowledge: Building understanding:
What types of things does a teacher want to see when grading a problem?
Building understanding:
Is it important to know the solution?
What is the actual solution to the problem?
Did anyone get to the same solution a different way? Is it acceptable to get to the answer different ways?
What are some key words we would want to see in an explanation?
Assessing outcomes:
Why did you score it that way?
Why did we do this lesson? What did you learn about what you should do when solving problems to score well on the rubric?

24. Reminder: Evaluation