Avoiding the Bulldozer (or Raking) Approach

The Questioning Process for SuccessGerry Solomon

NC DPI

Objectives• Be able to articulate the

relevance of questioning to essential learning skills

• Be able to collaborate with teachers in designing questions

• Be able to help students create their own questions

Learning and Innovation SkillsCreativity and Innovation Skills

Critical Thinking and Problem Solving Skills

Communication and Collaboration Skills

Information, Media and Technology SkillsInformation Literacy

Media Literacy

ICT Literacy

Life and Career Skills

Flexibility & Adaptability Initiative & Self-Direction

Social & Cross-Cultural Skills Productivity & Accountability Leadership & Responsibility

www.21stcenturyskills.org

Framework for 21st Century Learning

State Board of Education

“The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally

competitive for work and postsecondary education and prepared for life in the 21st

century.”

http://www.ncpublicschools.org/state_board/AboutSBE.html

Why do students get frustrated with

research?

Where do I start?

What am I looking for?

Why, Why am I doing this?

Is this what I need?

What do I do with

ALL this information?

Ending Topical Research!

“If we keep assigning topics, students will drive their earth moving equipment through the information landfill, pleased by the height and depth of the piles.”

McKenzie, Jamie. "Putting an End to Topical Research." From Now On. Vol 16 No 3. February 2007. Date Accessed 2 20 2007 <http://www.fno.org/feb07/topic.html>.

The Global Challenge“To be ‘competitive’ now, U.S. students must develop sophisticated critical thinking and analytical skills to manage the conceptual nature of the work they will do. They will need to be able to recognize patterns, create narrative, and imagine solutions to problems we have yet to discover. They will have to see the big picture and ask the big questions.”

House, Gerry. "Closing the 'Reality Gap'." American School Board Journal Special Report, April 2006. <http://www.asbj.com/MainMenuCategory/Resources.aspx.

Indicator 1.1.3: Develop and refine a range of questions to frame the search for new understanding.

At Grade 5:• Formulate questions about the

topic with guidance.• Predict answers to inquiry

questions …• Assess questions to determine

which can be answered by simple facts… and which would lead to an interesting inquiry. Standards for the 21st Century Learner in Action, Draft 2, AASl, http://www.ala.org/ala/mgrps/divs/aasl/aaslproftools/standardsinaction/Draft2/All_sections_Draft2.doc

The Essential Question

–Big idea

–Constructed from information gathered

–How, Why, What If?

FAT Questions• Look for connections between

information• Trigger forming an opinion

about the information found• Use comparisons and looking

for patterns• Require THOUGHTFUL

answers

IN 2 EDU: Information Literacyhttp://www.in2edu.com/downloads/infolit/index.htm

FAT vs. Skinny

Genetic manipulationImmigration

A Book CharacterErosion

Variations…

Why Does It Matter that…

Why Is It Important that…

Debra C. Rollins, Assistant Librarian

James C. Bolton Library, Alexandria VA

Measure the Questions

• Inch – Y or N• Foot – One or Two words• Yard – Read and put in your

own words• Mile – Think deeply and

synthesize

Baltimore Co Public Schools/Office of Library Information Services

Supporting Questions

• Help answer the Essential Question

• Fact based

• Who, What, Where, When

How could advances in the Human Genome project affect us

in the years to come?

• What is the Genome Project?• What information has been

gathered?• What are scientists doing with

the information?• ?• ?

Erosion• What is erosion?

Helping Students Ask Meaningful Questions

“Teachers modeling their own questions helps students to get into the ‘I wonder’ mode.”

Kuhlthau, Carol, L. K. Maniotes, & A. K. Caspari (2007). Guided Inquiry: Learning in the 21st Century. Westport, CT: Libraries Unlimited.

Helping Students Ask Meaningful Questions

• Brainstorming

• Deep Thinking – how/why

• Prompts – McKenzie Questioning Toolkit

• Linkages – use of evidence

Lamb, Annette and Larry Johnson. Turning Fiascos into Fiestas: Building Successful Inquiry Experiences.

http://spotlight1.data3m2.com/?t=19

Interactive Student Guide to Using the

Information Process Model

Baltimore County Public SchoolsOffice of Library Information Services

KaleidoscopeKaleidoscope

The Question The Question Conjure-UpperConjure-Upper

Biography Maker

Thought Starters

Purdue University Online Writing Lab (OWL)

The Thesis Generator

Joyce ValenzaSpringfield Township (PA)

Virtual HS Library

Create CategoriesCreate Categories

• Group their questions into categories

• Align the categories to your supporting questions

• Model how you categorized

• Circle keywords

D.J. Midgett

Career

What do you do in your job?

What did you have to learn?

What is your work setting?

What are the good/hard things?

How do you use your pay?

Careers InformationCareers Information

How will learning about stars help us to

know more about earth?

What are the 5 different kinds of

stars?

What is the distance of the

closet star? And others

What is a constellation

and how were they

used?

What instruments are

used to observed stars?

What is the life span of stars?

Why is the closest star important?

Thanks to D.J. Midgett

Fourth Grade: Fourth Grade: Communication InventionCommunication Invention

Topic Information Source Source Source

Invention

Inventor

Date Invented

Description

How It Works

Diagram

Senses

Other

Communication Research Checklist

D.J. Midgett

Gina Webster, Media Coordinator Walkertown Middle School, Winston-Salem/Forsyth Schools

No More Bulldozing(or Raking)!

Gerry Solomon, NCDPIgsolomon@dpi.state.nc.us

In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, N C Public Schools

administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age,

military service, disability, or gender, except where exemption is appropriate and allowed by law.