The New Literacy Workshops:Presented by CTAP Region IV

Deep Questions

Welcome!

1. Settle in.

2. Turn on your computer and go to this website:

www.ctap4.org/infolit/questions.htm

3. Check out the resources we will be using today.

Writing Applications 2.3: Grades 4-8

1.Pose “relevant and tightly drawn” questions

2.Draw information from multiple resources

3.Support the main idea or ideas with facts, details, examples, and explanations

4.Include a bibliography.

Objectives for the series

Deep Questions

Safe Searching, Empowering Readers

Critical Note Taking, Expository Writing

Publishing Made Easy

Teachers will:1.Craft a BIG question based on

higher order thinking principles.

2.Create three researchable questions to help answer the BIG question.

3.Learn classroom strategies to help students complete the same process.

Objectives for this evening

Process Steps

1.Build background knowledge

2.KW brainstorm

3.Teach what a BIG question is

4.Develop initial questions

5.Share and revise

6.Big question machine (Bloom’s taxonomy)

7.Share and revise

8.Create researchable questions

9.Plan search startegiesDQ-1

Scope and Sequence

Level Instruction model Samples

Introductory Teacher provides questions for students to analyze. Teacher and students discuss what makes a question a BIG question or not. Discuss open and closed questions, number of resources required, and interest level.

“Which of these two questions is a BIG question?”

• What are names of differen ttypes cloud ?s

• Why do thunderstorms happ ?en

Basic Class develops ques tions together as agroup. The group wor ks together t o

developa BIG question andresea rchablequestions that answer t he BI G que .stion

“Our next unit is going to be abou tEgyp .t As we wat ch this shor t

, video b e thinking about things yo uwant to know. Afterwards, we will create our own class question.”

Intermediate The teacher gives students th e BI Gquestion to research, and students wor k

alone or in group s to create resear chablequestions that will answe r the B IGquestion. (Variation: Class creates a BI Gquestion as a group and student s work o n

their own researchable questions)

“We are all researching the BI Gquestion:

• How can I redu ce my risk o fgetting canc ?er Use your worksheet to crea te

researchable questions tha t will help answer t he BI G ques .”tion

Advanced Students create an individual BI G questio n and researchable ques .tions

“We just read this novel about life i n Colonial America. Think about wh at

you would like to lear n more abou t and create a BI G question an d

researchable questions to find ou t abouti .”t

DQ-2

Find a person in the room that you do not know.

Interview each other by asking the following questions: • Name• Position• Location• 1 question to tell you something

important about that person.

Share what you learned about that person to the group.

Getting to know you with questions

California Content Standards

Content standards for all grades and subjects are available from the California Department of Education website

www.cde.ca.gov/be/st/ss

Do Students Find the Topic Relevant?

Do Students Find the Topic Relevant?

Process Steps

1.Build background knowledge

2.KW brainstorm

3.Teach what a BIG question is

4.Develop initial questions

5.Share and revise

6.Big question machine (Bloom’s taxonomy)

7.Share and revise

8.Create researchable questions

9.Plan search startegiesDQ-1

Videos are one way to build background knowledge

Many district or county offices have subscriptions to United Streaming

http://www.unitedstreaming.com

Process Steps

1.Build background knowledge

2.KW brainstorm

3.Teach what a BIG question is

4.Develop initial questions

5.Share and revise

6.Big question machine (Bloom’s taxonomy)

7.Share and revise

8.Create researchable questions

9.Plan search startegiesDQ-1

Brainstorming

1. Brainstorm things you already know about YOUR subject (not the Maya)

2. Brainstorm things you want to know about YOUR subject

3. Group the things you want to know into themes or categories

Process Steps

1.Build background knowledge

2.KW brainstorm

3.Teach what a BIG question is

4.Develop initial questions

5.Share and revise

6.Big question machine (Bloom’s taxonomy)

7.Share and revise

8.Create researchable questions

9.Plan search startegiesDQ-1

What is a BIG question?

• BIG questions are “open” questions and cannot be answered with a yes or a no or a small phrase.

• BIG questions require multiple resources to be answered.

• BIG questions must be interesting to you

DQ-6

Process Steps

1.Build background knowledge

2.KW brainstorm

3.Teach what a BIG question is

4.Develop initial questions

5.Share and revise

6.Big question machine (Bloom’s taxonomy)

7.Share and revise

8.Create researchable questions

9.Plan search startegiesDQ-1

Process Steps

1.Build background knowledge

2.KW brainstorm

3.Teach what a BIG question is

4.Develop initial questions

5.Share and revise

6.Big question machine (Bloom’s taxonomy)

7.Share and revise

8.Create researchable questions

9.Plan search startegiesDQ-1

Clarifying Conference

Ask questions to discover what interests are behind the question.

Begin with the words, “Are you interested in finding out . . .”

Rule 1: the key words used must be different than the ones in the original BIG question

Rule 2: the question must get more details about what is going to be asked

Process Steps

1.Build background knowledge

2.KW brainstorm

3.Teach what a BIG question is

4.Develop initial questions

5.Share and revise

6.Big question machine (Bloom’s taxonomy)

7.Share and revise

8.Create researchable questions

9.Plan search startegiesDQ-1

Bloom's Original Revised

Knowledge Remembering

Comprehension Understanding

Application Applying

Analysis Analyzing

Synthesis Evaluating

Evaluation Creating

Bloom’s Taxonomy -- Revised

BIG Question Machine

Analyze (Why?) Evaluate (Which?) Create (How?)

Why did _______ happen? Why are ________ similar or different? What factors influenced __________?

Which ______ had the greatest _______? What are the positive and/or negative aspects of __________? Which ________ would you prefer and why?

What would it be like to live...? What might have happened if...? How would ________ compare to another time, place, person, or event?

Choose only one of the three areas to help transform your question.

Process Steps

1.Build background knowledge

2.KW brainstorm

3.Teach what a BIG question is

4.Develop initial questions

5.Share and revise

6.Big question machine (Bloom’s taxonomy)

7.Share and revise

8.Create researchable questions

9.Plan search startegiesDQ-1

Process Steps

1.Build background knowledge

2.KW brainstorm

3.Teach what a BIG question is

4.Develop initial questions

5.Share and revise

6.Big question machine (Bloom’s taxonomy)

7.Share and revise

8.Create researchable questions

9.Plan search startegiesDQ-1

Researchable Questions

Researchable

question

1 2 3

Key terms

(Choose 2 or 3 key terms) (Choose 2 or 3 key terms) (Choose 2 or 3 key terms)

Synonyms

Problem

Words

Res

earc

hqu

estio

nsP

lann

ing

Process Steps

1.Build background knowledge

2.KW brainstorm

3.Teach what a BIG question is

4.Develop initial questions

5.Share and revise

6.Big question machine (Bloom’s taxonomy)

7.Share and revise

8.Create researchable questions

9.Plan search startegiesDQ-1

Workshop Evaluation

http://www.ctap4.org/eval/

Title: Questions - [location]