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Honeycomb’s BIG! Yeah, yeah, yeah!

Our “Honeycomb” technique of formulating essential questions is adapted from Jay McTighe and Grant Wiggins’ Understanding by Design .

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Honeycomb’s BIG! Yeah, yeah, yeah!

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  1. Our “Honeycomb” technique of formulating essential questions is adapted from Jay McTighe and Grant Wiggins’ Understanding by Design. It involves brainstorming six different types of unit- or lesson-inspired questions that could be shown to students before, during, and after learning to guide learning. The best honeycomb questions are the type that—when answered by students—would provide evidence that the student has understood a major idea(s) from the lesson or the unit. Using our “honeycomb” template, teachers brainstorm 5 or 6 different types of questions that would elicit evidence of learning big ideas, if answered correctly. Teachers select one, two, or all of the honeycomb questions they have brainstormed, and they design their instruction to help students answer the question(s) once the lesson has been taught. Before and during the lesson, the teacher keeps displaying the honeycomb question(s) to remind students they are seeking answers to them as they learn. Honeycomb’s BIG!Yeah, yeah, yeah! Northwest Regional Professional Development Program.

  2. There are six types of questions, as identified by McTighe and Wiggins: Explanation Question Interpretation Question Application Question Requires accurate explanation of theories and knowledge Requires interpreting concepts to prove understanding Requires using knowledge in a new situation or diverse context Honeycomb’s BIG!Yeah, yeah, yeah! Honeycomb Organizer Perspective Question Empathy Question Requires identifying with another person’s feelings and worldview Requires shifting critical points of view Requires using wisdom of one’s own ignorance and/or pattern of thought to prove understanding Self-Knowledge Question Northwest Regional Professional Development Program.

  3. Here are six different questions (about the four sentence types) created using the honeycomb worksheet: Explanation Question Interpretation Question What is the difference between declarative, interrogatory, imperative, and exclamatory sentences? Application Question What real-world jobs might use one type of sentence more than the other three? Can you come up with a job for each of the four types of sentences? What are real-world situations where it would be inappropriate to use one of the four sentence types? Honeycomb’s BIG!Yeah, yeah, yeah! 4 Sentence Types Perspective Question Empathy Question What president do you suspect used more imperative sentences than the other three types? Interrogative? Exclamatory? Declarative? Getting rid of which sentence type would better our chances of achieving Utopia? What type of sentence will you use most while working with a small group? What does that tell you about your personality? Self-Knowledge Question Northwest Regional Professional Development Program.

  4. If an essential question is used to guide instructional planning, how would instruction designed to answer these two questions… What is the difference between declarative, interrogatory, imperative, and exclamatory sentences? What are real-world situations where it would be inappropriate to use one of the four sentence types? Honeycomb’s BIG!Yeah, yeah, yeah! …look different than a lesson designed to help students answer these two questions? What real-world jobs might use one type of sentence more than the other three? Can you come up with a job for each of the four types of sentences? What type of sentence will you use most while working with a small group? What does that tell you about your personality? Which lesson would be more fun for you to design? Northwest Regional Professional Development Program.

  5. Remember our criteria for good essential questions (also adapted from McTighe and Wiggins): • The essential questions are posted where students can easily see and refer to them. • The essential questions are written in language the students can understand. • The essential questions are written to be focused, but not limiting. • The essential questions are used by students and teacher throughout the lesson to monitor progress towards learning. Honeycomb’s BIG!Yeah, yeah, yeah! Honeycomb questions should be challenging BIG-idea questions that can be asked throughout a lesson or unit. Each time a student is asked to think about the honeycomb question(s) once again, he/she should have the opportunity to revise a previous answer to the question. Northwest Regional Professional Development Program.

  6. Honeycomb Question Activity • For practice, work with your PLC and the “Honeycomb” template to create six BIG-idea questions that you think students should be able to answer after a unit or lesson on Natural Disasters. • As ideas for questions occur to your group, take a few moments to re-shape and revise the initial idea for a question. • Remember, good question-writing is tough, especially if you think about the four criteria on the previous slide. Use your group to help you shape six really interesting questions. • Compare your six questions about natural disasters with another PLC who has brainstormed the same topic. • After creating six honeycomb questions as a group, have each group member create a set for a topic they’ll be teaching students in the near future. Share your questions with the PLC. Northwest Regional Professional Development Program.

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