Essential Questions

P.R.I.D.E 02.19.14 Essential Questions Chapter 2: Why Use Essential Questions? • Agenda: • A look back at Ch. 1 - Jigsaw • Quick Write - Exit Slip

Chapter 1’s Exit Slip Revisited… Complete ONE statement about today’s lesson: • The thing that made the most sense to me today was… • One thing that I just don’t understand is… • One thing I would like more information about is… • I need more examples of… • The most important concept that we discussed today was… • I was confused by… • The thing we did today that best fit my learning style was…

What You Had to Say… • All types of questions have their place, especially higher order thinking questions. • EQs will be helping our students answer the questions of life. • We are working toward being able to ask questions to require deeper thinking that requires students to take what they know and what they are given and apply this knowledge across to other subject areas and the world. • EQs and targeted understanding go hand in hand.

What You Had to Say… • All questions are essential, but some questions lead to other questions, which makes those more powerful. • Essential Questions are an “umbrella” rather than a daily target. • I loved really thinking about the 7 characteristics of E.Q.’s. I also loved the 3 types of nonessential questions and how they can connect to E.Q.’s • The parts of an eq…apply to life, thought provoking, relate to life, standards build up to them.

What You Had to Say… • The purpose (intent) is critical to framing a good EQ. • The difference between EQs and non-EQs. • There is a place and time for non –essential questions. • Essential Questions move learning forward.

“Our role is to cause learning, not merely mention things.” Quick Write

Chapter 2 Why Use Essential Questions

Why use essential questions? • Signal that inquiry is a key goal of education. • Make it more likely that the unit will be intellectually engaging. • Help to clarify and prioritize standards for teachers. • Provide transparency for students. • Encourage and model metacognition for students. • Provide opportunities for intra- and interdisciplinary connections. • Support meaningful differentiation.

Why use essential questions? • Signal that inquiry is a key goal of education. • Make it more likely that the unit will be intellectually engaging. • Help to clarify and prioritize standards for teachers. • Provide transparency for students. • Encourage and model metacognition for students. • Provide opportunities for intra- and interdisciplinary connections. • Support meaningful differentiation. • Yes, but… Group GroupGroup Group 1 2 3 4

Jigsaw • Divide participants into four to six jigsaw groups. The exact number of groups will depend upon the number of parts into which you divide the lesson. • Give each participant within each group one part of the lesson, usually a text. It is this one part of the lesson on which he/she will become an expert. • Allow time for participants to read and become familiar with that text on their own. • Create “expert groups” by having all participants who are reading the same text. During this meeting, participants raise any questions they have, highlight the key findings in their text, and discuss what they will share when they return to their original jigsaw group. • Have the facilitator ask each participants to share his/her expertise with the group, allowing time for clarifying questions. Participants should be taking notes on each other’s presentations. The timekeeper should ensure that no one person dominates the group.

Exit Slip Choose one of the 7 reasons to use essential questions. What does that looks like in your classroom? • Signal that inquiry is a key goal of education. • Make it more likely that the unit will be intellectually engaging. • Help to clarify and prioritize standards for teachers. • Provide transparency for students. • Encourage and model metacognition for students. • Provide opportunities for intra- and interdisciplinary connections. • Support meaningful differentiation.

Essential Questions