How Do You Make Questions Come Alive for Inquiry in the Classroom?

1. How Do You Make QuestionsCome Alive for Inquiry in the Classroom? Featuring C3 Teachers: Stephen Lazar & Andy Snyder Moderated by: John Lee & Kathy Swan NCSS Webinar Series, Tuesday, February 11, 2014

2. After a year of lauding hosanna’s towards the C3, during the past month my relationship with the framework fundamentally changed; I started to actually put it into an action.  And while my first thought at all times was still, “wow, this is brilliant,” as I spent more time thinking and planning about my teaching for the second semester, the more present thought was more often, “wow, this is going to be hard.” Stephen Lazar, C3 Teacher

3. C3 Framework Webinar Series: Implications for Practice • 2/11: How do you make questions come alive for inquiry in the classroom? • 3/18: How do you help your students use disciplinary literacies to explore content through inquiry? • 4/15: How do your students gather sources, evaluate evidence, and develop claims to make valid arguments? • 5/20: How do your students creatively communicate results from an inquiry? • 6/10: How do you overcome challenges for students to take informed action in social studies?

4. www.c3teachers.org

5. Questions about C3 Questions

6. C3 Framework, page 97 What are some compelling questions that you’ve used in your teaching, or question you could imagine using?

7. C3 Framework, page 105 What are some supporting questions might extend from the compelling questions we just generated?

8. The intellectual work for students in Dimension 1 is in the analysis of questions Indicator 1: Why are compelling questions important? Indicators 2 & 3: What have others said about those questions? Indicator 4: How do compelling and supporting questions hang together

9. Points of Emphasis

10. *Students particularly before middle school, will need considerable guidance and support from adults to construct questions that are suitable for inquiry.

11. C3 Teachers: Stephen Lazar & Andy Snyder

12. Part 1: Initial Thoughts from Andy Snyder Part 2: A Group exercise on getting the juices flowing Part 3: A Resource for facilitating Questioning Part 4: (If time allows) A model collaborative inquiry compelling question. Making Questions Come Alive For Inquiry in Our Classrooms

13. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.

14. The Political Philosophy of the Declaration of Independence The Declaration of Independence, written by Thomas Jefferson in 1776 and signed by the revolutionary Continental Congress explains the reasons that many colonists fought to overthrow their government, the King and Parliament of Britain, and to create a new form of government.  It also contains a crucial and thought-provoking statement of political philosophy that we will be working to understand and question in today’s lesson.   We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. What does this mean?  What questions should we ask to clarify, challenge, and contextualize these pretty-sounding words?

15. Working as a class we’re going to paraphrase the meaning of each phrase. We’re also going to write down the clarifying, challenging, and contextualizing questions that come to us as we think about what the text argues. Clarifyingquestions help us to understand the meaning.  “What does ______  mean?” Challenging questions point out apparent contradictions, oversimplifications, or false statements.  “Doesn’t this quote from the text, ‘ ___________’ contradict ______________?” Contextualizing questions ask how a particular element fits into other stories.  “What did the authors expect to result from their decision to write, ‘____________’? Paraphrase:   Questions:

17. Making this Work…It’s Complicated • Students chose topic: Pashtunwali & the Lone Survivor Incident • Students read an article on it • http://www.thedailybeast.com/articles/2013/11/08/the-afghan-village-that-saved-navy-seal-marcus-luttrell.html • Students used Right Question Institute Question Formulation Technique • http://hepg.org/hel/article/507

18. Making this Work…It’s Complicated Making this work…It’s Complicated • Once students generated questions, I asked to: • List the three most important* questions from our exercise today (on The Lone Survivor incident) • Answer the following: Why did you choose these three as the most important? Explain how they help us answer our essential questions for this topic (How did we get here? What’s complicated here? So what?)

19. Points of Emphasis

20. Student Response 1 Student Response #1 The reason why we chose these three questions as the most important ones was because these are the questions that we felt needed to be answered. For example the reason why we put number one as number one is because right now the U.S is protecting the village that helped and save Marcus Luttrell with occasional drone attack on the Taliban. But what will happen to the villagers once the U.S leaves, what will happen with the drones. I guess a better question would be who is going to protect the villagers once the U.S leave. Another reason why we feel like this question is important is because since the villagers helped Marcus who would usually be their enemy we feel like the U.S in debt to them and should protect the villagers. When is the U.S. going to leave Afghanistan?

21. Student Response 1 Student Response #2 These questions will help us answer our essential questions for this topic because it will show that we got to this situation because of the people feeling that their actions are justified. This will help us see what is complicated because it will show the difficulty in having a code that is rooted deep in a culture ripped from under their feet. This will show the so what of the topic because it will show why there are many delays in making the world more peaceful because of traditions in cultures as this one. • How will it effect the USA now that Gulab lives in the U.S.? • How and when did this culture or code begin? • How did this event effect people’s views?

22. Student Response 1 Student Response #3 This question will help us answer our essential questions for this topic because it will show that we got to this situation because of the people feeling that their actions are justified. This will help us see what is complicated because it will show the difficulty in having a code that is rooted deep in a culture ripped from under their feet. This will show the so what of the topic because it will show why there are many delays in making the world more peaceful because of traditions in cultures as this one. If something goes wrong with the code how do they justify their actions?

23. What’s tomorrow’s feedback & lesson? Making this work…It’s Complicated • The reason why we chose these three questions as the most important ones was because these are the questions that we felt needed to be answered. For example the reason why we put number one as number one is because right now the U.S is protecting the village that helped and save Marcus Luttrell with occasional drone attack on the Taliban. But what will happen to the villagers once the U.S leaves, what will happen with the drones. I guess a better question would be who is going to protect the villagers once the U.S leave. Another reason why we feel like this question is important is because since the villagers helped Marcus who would usually be their enemy we feel like the U.S in debt to them and should protect the villagers. • These questions will help us answer our essential questions for this topic because it will show that we got to this situation because of the people feeling that their actions are justified. This will help us see what is complicated because it will show the difficulty in having a code that is rooted deep in a culture ripped from under their feet. This will show the so what of the topic because it will show why there are many delays in making the world more peaceful because of traditions in cultures as this one.

24. c3teachers.org

25. Contact us! • John Lee jklee@ncsu.edu • Kathy Swan kswan@uky.edu • Stephen Lazar stephen.lazar@gmail.com • Andy Snyder andy@utfl.net

26. How do you help your students use disciplinary literacies to explore content through inquiry? Featuring C3 Teachers: Christy Hill & James Walsh Moderated by: John Lee & Kathy Swan NCSS Webinar Series, Tuesday, March 18, 2014