Questions THE INQUIRY DESIGN MODEL - PowerPoint Presentation

Questions THE INQUIRY DESIGN MODEL SESSION I:

Why Questions? “By doubting we are led to question, by questioning we arrive at the truth.” —Peter Abelard “It is better to debate a question without settling it than to settle a question without debating it.” —Joseph Joubert“We get wise by asking questions, and even if these are not answered, we get wise, for a well-packed question carries its answer on its back as a snail carries its shell.” —James Stephens“It is not the answer that enlightens but the question.” —Eugene Ionesco“If you do not know how to ask the right question, you discover nothing.” —W. Edwards Deming“One of the very important characteristics of a student is to question. Let the students ask questions.” —A. P. J. Abdul Kalam“The art and science of asking questions is the source of all knowledge.”—Thomas Berger

If students are asked a COMPELLING QUESTION … Students answer in the form of a SUMMATIVEARGUMENTIn the middle are the SUPPORTING QUESTIONS, FORMATIVE TASKS, and SOURCES IDM™ Follows C3 Inquiry Arc

Compelling QuestionsCharacteristics of compelling questions: Set the opening frame for an inquiry Express the intellectual rigor and student relevance of an inquiry Set up the summative performance task

Crafting Compelling QuestionsIntellectually rigorousRelevant to students

Intellectually Rigorous A compelling question: Reflects an enduring issue, concern, or debate in the field Demands the use of multiple disciplinary lenses and perspectives

Relevant to StudentsA compelling question: Reflects one or more qualities or conditions that we know children care aboutHonors and respects children’s intellectual efforts

What do kids care about?

Compelling…or not so compelling? How did slave owners try to justify their actions? Who were three abolitionists?Was everyone in the South a racist?Should former slaves have received reparations?What were the causes of the Civil War? Can words lead to war?

Your TaskDraft a compelling question or two for seventh-grade students around the issue of slavery in the United States.

An Inquiry in IDM format

The Compelling Question and Summative Argument task are the bookends of the inquiry.The Supporting Questions, Formative Performance Tasks, and Sources form the middle.

Supporting QuestionsSupport and extend the Compelling QuestionRepresent the disciplinary knowledge desired Reflect the sources selected Anchor formative performance tasks

Was Containment a Success? SQ1 : What policies did the United States put into place to limit or contain post WWII idea or theories?SQ2: What post WWII ideas or theories threatened the United States?SQ3: To what extent were United States policies effective?

Students and Questions Constructing questions is intellectually challenging, but students’ questions could be the basis for: Developing questions within inquiries using strategies such as the Question Formulation Technique Tweaking the construction of a teacher’s compelling questionCreating additional and/or alternative supporting questionsNew compelling questions for inquiries used in subsequent years

SummaryCompelling questions frame inquiriesCompelling questions need to be intellectually rigorous and relevant to students’ lives Supporting questions extend and support compelling questions, represent the content, reflect the sources, and inspire tasks Students’ questions have a role in inquiries

Tasks LOOKING AHEAD: