STM Professional Development Program

1. STM Professional Development Program Module 3 Creating Curriculum Framing Questions to (CFQ) Support Thinking Skills

2. Asking the Right Questions • Intriguing, open-ended questions encourage students to think deeply • Provides them with a meaningful context for learning • Engages them and encourages them to want to find answers • Create connections with their own lives

3. The Plan for Module 3 • Activity 1: Ranking Questions • Activity 2: Asking Questions in the Classroom • Activity 3: Developing Curriculum-Framing Questions • Activity 4: Supporting Higher-Order Thinking Skills with CFQs • Activity 5: Writing Your Own CFQs

4. Goals for Module 3 What will each participant learn? Each participant will be able to: • Create Curriculum-Framing Questions to Support Thinking Skills • Understand different types of questions used in the classroom • Create and revise Curriculum-Framing Questions • Identify influences affecting thinking from the perspective of a student How will we know when each participant has learned it? They will: • Complete all activities and exercises. • Create curriculum-framing questions for their unit plan. How will we respond when a participant experiences difficulty? • The instructor will provide one-on-one support/resources through direct observation and additional discussion to help participants develop their own project to use in the classroom and identify areas where they would incorporate new resources/techniques

5. Activity 1: Ranking Questions • Step 1: Ranking Questions • With a partner, use the Visual Ranking Tool to rank questions according to their potential for generating deeper thinking in the classroom • Open Visual Ranking: www.intel.com/education/visualranking • Work with a partner • Log in with your team ID and password • Click Ranking Questions • Rank Questions: • Review the Visual Ranking workspace • Rank questions • Add comments • Compare your list with other teams

6. Activity 1: Ranking Questions Step 2: Discuss Your Ranking • What did you and your partner discuss as you decided on the order of the list? • Did other teams comments help you understand other ways of thinking about the items? • What was your highest ranked item and why?

7. Activity 2: Asking Questions in the Classroom Understanding Open and Closed Questions • Closed questions • Test factual knowledge • Answers are either correct or incorrect. • Provide learners with the knowledge base to answer other questions. • Open Questions • Build on factual knowledge • Require students to defend or explain their positions. • Probe and encourage students to think about several ideas. • Promote higher-order thinking

8. Module 3: Session 2

9. Activity 3: Developing Curriculum-Framing Questions Essential Questions • Are overarching, foundational “big idea” questions • Can help focus several units • Can be used over the course of a year • Example: • What does it take to change the world?

10. Developing Curriculum-Framing Questions Unit Questions • Are unit-specific, open-ended questions • Help build understanding for the Essential Question • Require higher order thinking skills (i.e. evaluate, synthesize, analyze) • Often connect to the students; won world or includes a personal reflection. • Example: • Why leave one’s home to make a new life in a strange land?

11. Developing Curriculum-Framing Questions • Content Questions • Are supporting, fact-based questions (i.e. multiple choice, short answer) • Directly support content standards and learning objectives • Help strengthen and develop students’ understanding of larger questions • Are characterized as “closed” questions. • Examples: • What route did the early explorer’s take? • What were the explorers looking for?

12. Practicing with Questions(Small Groups) • Identify Essential, Unit, and Content Questions (3.10-3.11) • Revise Essential Questions using “big ideas” (3.13-3.14 pick 4) • Write Essential & Unit Questions (3.15-3.16 pick 2) 4. Apply Habits of Learning Taxonomy (3.16)

13. Activity 4: Supporting Higher-Order Thinking Skills with Curriculum–Framing Questions Step 1: Looking Deeper into a Unit • Work with a partner • Review the Growing a Business unit plan • Discuss the Curriculum-Framing Questions Step 2: Focusing on Curriculum-Framing Questions Used in Units • View several of the unit plans and project ideas at: www.intel.com/education/designprojects • Focus on how the Curriculum-Framing Questions are infused • Write any ideas for Curriculum-Framing Questions you may use in your classroom

14. Writing Your Own Curriculum-Framing Questions Step 1: Creating a First Draft of Questions Writing tips: • Think about why your students are studying this topic. Why do we care about this? • What is the long-term understanding? • Focus on brainstorming • Stay away from definitional questions • Initially write the questions in adult language and then rewrite them in “student” language

15. Writing Your Own Curriculum-Framing Questions Follow the Handout “Writing Your Own Curriculum-Framing Questions” Create a first draft of your Curriculum-Framing Questions • Start big (Essential) and work to small (Content), OR • Start small (Content) and work to big (Essential) • Reference CFQ Rubric Step 2: Target Thinking Skills When Revising Questions • Consider thinking skills when revising questions • Write a second draft of your Curriculum-Framing questions

16. Sharing Your Curriculum-Framing Questions In small groups • Share your Curriculum-Framing Questions • Request ideas for improvement • Note feedback and revision ideas

17. Module 3 Summary