Joe McVeigh and Jenny Bixby describe a question-centered approach to teaching reading and writing for English language students. Download handout here: www.joemcveigh.org/resources
6. What kind of question is it?
1.What is the approximate a) display question
attendance at this
conference?
b) experiential
question
2.What was your first
impression of c) fact-based
Philadelphia? question
3.What’s this presentation d) leading question
going to be about?
4.You will stay until the end
of this presentation, won’t
you?
7. What kind of question is it?
1. Do you use the TESOL a) essential
website very often? question
2. What makes a
b) topical
professional
organization valuable to question
its members? c) yes-no
3. Why do most people question
join TESOL?
9. What do these questions have in common?
1. Who are your friends?
2. What makes a city livable?
3. Is discovery always a good thing?
4. Does school prepare you for work?
5. What makes you want to buy
something?
10. An essential question should:
• be thought-provoking and grab the
attention of your students
• have transfer value (to other content
areas)
• link to prior knowledge
• require core content that you will be
covering
--- Wiggins & McTighe
14. What is backward design?
1. Identify what the lesson or unit outcome will
be.
2. Determine how you will measure it.
3. Choose one or two essential questions to
guide learning.
4. Select readings that will provide content
students need to students reach the
outcome.
5. Design your activities.
15. 5. Using questions to frame your lessons will:
• give students a __________ for learning
• keep the focus of attention on __________ rather
than covering points or completing activities
• elicit __________views; cause students to
__________what they know
• lead to __________ thinking
• show students the value of __________ and
discussion for knowledge and understanding
• introduce concepts that can __________ to other
areas of study
18. Theme: Life events
Skills:
• Reading- building reading fluency
• Vocabulary- using the dictionary
• Grammar- simple past with regular and
irregular verbs
• Writing- showing sequence
.
19. An essential question should:
• be thought-provoking and grab the
attention of your students
• have transfer value (to other content
areas)
• link to prior knowledge
• require core content that you will be
covering
--- Wiggins & McTighe
21. Questions lead students to the content
Number the important life events. In what order do
they usually happen? Did any of these events happen
to you recently? Discuss your answers with a partner.
tgot a job t got married t graduated from college
tgraduated from high school t started school
tmoved to a different home t was born
Discuss the question with your classmates:
What events change our lives?
22. Reading 1
In 1993, Greg Mortenson made a promise, and it changed his life completely. He
promised to build a school in a small village in Pakistan. Before that, his dream was
to climb the tallest mountains in the world. Now his dream is more challenging: to
build schools.
In the summer of 1993, Mortenson started a very dangerous climb up K-2 in
Pakistan. His dream was to climb to the top. Two thousand feet from the top of the
mountain, a man in Mortenson’s group had an accident. As a result, Mortenson never
reached his dream. He was extremely disappointed. During the trip down the
mountain, he got lost in the snow. After many days, he found a tiny mountain
village. He was exhausted and couldn’t walk.
The village residents of Korphe (kor-fe) welcomed him. They were very poor,
but they took care of Mortenson for many months. The village didn’t have a teacher
or a school. Mortenson decided to build a school for the village. He wanted to give a
valuable gift to them—education. That decision changed his life.
[Reading text continues]
23. Questions lead students through the content.
Think about the Unit question, What
events change our lives? Answer the
questions. Then discuss your answers
with a partner.
1. Which events happened in your life?
Check the boxes. [List of boxes to check.]
2. Which event changed your life? When
did this event happen? How did it change
your life?
24. Write a paragraph about an
event in your life.
Students are led through the brainstorming,
planning, and writing process. They are
encouraged first to think again about the
essential question, What events change our
lives? They make a timeline about a personal
event that was important, answer questions
about the event, and then write.
25. How can I use this approach with the
materials I have?
27. 7. What is an essential question you can
use in your classroom next week?
It should be:
• be thought-provoking and grab the
attention of your students
• have transfer value (to other content
areas)
• link to prior knowledge
• require core content that you will be
covering
29. Download copies of a version of these
PowerPoint slides (minus copyrighted
materials) at
www.joemcveigh.org/resources
Thank you !
Notes de l'éditeur
display question 3 [questions asked to check that someone knows some content] experiential question 2 fact-based question 1 leading question 4 [questions that assume a particular answer]
essential question 2 topical question 3 [specific questions about a particular topic] yes-no question 1
What characteristics do these essential questions have in common?
Start with the OUTCOME, and work back to the ACTIVITIES
1. Identify what the lesson or unit outcome will be. [What should students be able to do at the end?] 2. Determine how you will measure it. [What will students do to show what they have learned.] 3. Choose one or two essential questions to guide learning. 4. Select readings that will provide content students need to students reach the outcome. 5. Design your activities.
キ give students a purpose for learning キ keep the focus of attention on big ideas rather than covering points or completing activities キ elicit alternative views; cause students to rethink what they know キ lead to critical thinking キ show students the value of questioning and discussion for knowledge and understanding キ introduce concepts that can transfer to other areas of study
This is the key point in Wiggins and McTighe ’ s book: Organize courses and units not around answers ’ but around questions and problems to which content represents answers. In another place it said to look at the content to be covered (imagining that your textbook is already assigned to you). 展 hat is an important question about a big idea for which the textbook requires a good summary answer? � page 118
What ’ s an essential question that could help frame this lesson, and give students a doorway into what they will read, and into asking more questions. What question will help them to think critically? BRAINSTORM with participants, and then show them what we did
For example, imagine this is your lesson, to be covered in several classes. We usually focus on what we need to cover, have students read things, teach them some skills, and have them write something. Teacher thought process — Well, I want to make sure students get to practice simple past, so maybe they can read something about a famous person. Or they could read about someone ’ s typical day. I think a famous person would be more interesting. Let me think of a few famous people to read about, and I can use the readings to cover the skills. Then students will write a paragraph at the end to show mastery of simple past verbs. I could also give them a grammar quiz a day or two into the lesson. OK, let me find or write up a few readings about lives of famous people. point is: planning is focused on WHAT you will COVER and ACTIVITIES, not on the outcome. An essential question can breath life into the lesson. You want a question that will draw them into the content, through the content, and into the outcome or final task.
[Get students warmed up and introduce the essential question.]
Post-reading activities include comprehension questions; making a timeline; drawing connections to own experience (collecting or raising money for others)
After comprehension activities, circle back to the EQ, and think more critically. [Reading 2 presents a very different life-changing experience.] [After reading 2, we ask questions to have students compare two people they read about, and connect it to their own experience.]
[Good to point out that this is a question that comes up when students write high school essays, scholarship applications, and college applications!]
Give time, and have participants call out the questions they come up with