1. Welcome to Library Services
The Instruction Side of Things
Engaging Students with Question Formulation
TechniqueTM, Guided Inquiry, and Understanding by
Design in the Library
2.
3. Objectives for the Day
1. Review Need to Knows from the webinar
series
2. Learn and practice the Question
Formulation TechniqueTM
3. Learn and practice Guided Inquiry using
Understanding by Design in the
development of a lesson unit
4.
5. Driving Question
How can we transform our learning
environment (library spaces) to center
around student engagement and
inquiry learning?
7. We librarians tend to ask a
lot of questions, don’t we?
We librarians tend to
answer a lot of
questions, don’t we?
Coles, Tait. "QFT “Question Formulation Technique”." Web log post. PUNK LEARNING. WordPress, Sept. 2011. Web.
31 July 2013. <http://taitcoles.wordpress.com/2011/09
8. Question Formulation TechniqueTM
This technique helps
students learn how to
produce their own
questions, improve them,
and strategize on how to
use them.
9. Teaching Multiple Thinking Abilities in One Process
As students go through this process, they practice three fundamentally
important thinking abilities:
1. Divergent Thinking- the ability to generate a wide range of ideas and think
broadly and creatively
2. Convergent Thinking- the ability to analyze and synthesize information
and ideas while moving forward toward and answer or conclusion
3. Metacognition- the ability to think about one’s own thinking and learning
(15-16)
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
10. Steps in QFTTM Process
1. Question Focus (QFocus)
2. Rules for Producing Questions
3. Producing Questions
4. Categorizing Questions
5. Prioritizing Questions
6. Next Steps
7. Reflection
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
11. Rules for Formulating Questions
Ask as many questions as you can.
Do not stop to discuss, judge, or answer
any question.
Write down every question EXACTLY as it
is stated.
Change any statement into a question.
14. Step 2: Improve Your Questions
Teacher Role
● Introduce a definition for closed-
and open-ended questions.
● Support students as the
categorize questions.
● Facilitate a discussion on the
advantages and disadvantages
of closed- and open-ended
questions.
● Support students as they work on
changing questions from one
type to another.
Student Role
● Review list of questions they
have produced.
● Categorize questions as closed-
or open-ended.
● Name advantages and
disadvantages of asking closed-
open-ended questions.
● Practice changing questions from
closed- to open-ended and from
open- to closed-ended.
15. Step 3: Prioritize the Questions
The criteria for choosing priority questions should be kept
as simple as possible
Basic instruction to students is Choose three questions
and should be influenced by what you want students to
start doing once they finish this process.
Choose the three most important questions
Choose the three questions you want/need to answer first.
Choose the three questions that interest you the most.
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
16. Step 4: How are you going to use your questions?
“Reflection, the final step involves both content and
process. Teacher will ask the students a few questions.
These questions can cover different areas of the process,
asking students to think about what they learned, how they
learned it, what is different about what they know or
understand and want to know now than at the beginning,
and how they can use that they learned, both in content
and in skills”. (22)
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
17. Task #1 DESIGNING THE QUESTION FOCUS (QFOCUS)
Introduction to QFocus Design
The Question Focus is the catalyst for students to generate their own
questions. The QFocus should be directly related to the content you need to
teach and what they need to learn. You will need a QFocus each time you use
the Question Formulation Technique.
Go through the step-by-step process to
design a QFocus you can use to teach your
students to ask their own questions.
19. Guided Inquiry
•Guided Inquiry to guide students through the inquiry process
•Grounded in the research of the information search process.
•Based on a constructivist approach to learning in a complex
information environment.
•Goal is to prepare students for living and working in changing
information environment of the 21st century.
Kuhlthau, Maniotes & Caspari. Guided Inquiry, 2007; 2012
21. Inquiry as defined in Guided Inquiry
Inquiry is finding and using
multiple sources of information
to solve a problem, understand
a topic or issue, or take action.Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY
22. Integration of many skills
•Find, Evaluate, Use info
•Increase understanding
•Construct meaning
•Within the social context of
school
•Learn how to do all of the
above
Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY
Through inquiry
students practice and
learn
• information literacy skills
• content
• literacy competence
• social skills
• how to learn
23. Back to the Driving Question
How can we transform our learning
environment (library spaces) to center
around student engagement and
inquiry learning?
Who is at the center of your teaching?
24. We need to move from this….
http://www.undiscoveredwealth.com/day-26-of-365-think-outside-the-box-
maybe-not
28. As you consider third space, what are
you thinking about your instruction right
now? What are you wondering?
Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY
31. Guided Inquiry Team
“Guided Inquiry recommends a three member core team
that plans and supervises the inquiry”
The third member joining the librarian and teacher may be:
• Second subject area teacher
•Or any of the other specialist(s) in the school
Kuhlthau, Carol C. Guided Inquiry: Learning in the 21st Century. Rutgers: Center for International Scholarship in School Libraries; Rutgers University, n.d. PDF.
32. Extended team
•“The extended team may incorporate
community members from the public library,
museums, and a range of other experts”.
•In PBL, this can include your public
audience.
Kuhlthau, Carol C. Guided Inquiry: Learning in the 21st Century. Rutgers: Center for International Scholarship in School Libraries; Rutgers University, n.d. PDF.
33. Just remember…
More isn’t necessarily better; choose the
best members who can support the students
during the inquiry process.
Kuhlthau, Carol C. Guided Inquiry: Learning in the 21st Century. Rutgers: Center for International Scholarship in School Libraries; Rutgers University, n.d. PDF.
34. 1.Using sample lesson plans choose one
that you would like to build into a
Guided Inquiry Unit
2.Complete the chart on Edmodo
Activity #2 Design a Guided Inquiry Team
40. Research begins in Explore
•Begin to see this topic has many valid sides
•Investigate a variety of perspectives on this topic
•Begin to understand the sides, the question.
43. Students Research Their Question
•Gather evidence from a variety of texts that
respond to their specific question
•Cross check information from different
perspectives
•Use articles, data on topic, etc…
•Begin to craft an opinion statement with evidence.
48. Task #2 Design a Unit
In groups, design a unit using the AASL
sample lessons.
49. Exit Ticket
What squares with my thinking? What do I know
about what I learned “squares” with my thinking?
What questions are still circling around my head
about what I learned today?
What three points do I want to remember and take
away from what I learned today?
50. Works Cited
Coles, Tait. "QFT “Question Formulation Technique”." Web log post. PUNK LEARNING. WordPress,
Sept. 2011. Web. 31 July 2013. <http://taitcoles.wordpress.com/2011/09/>.
Kuhlthau, Carol C. Guided Inquiry: Learning in the 21st Century. Rutgers: Center for International
Scholarship in School Libraries; Rutgers University, n.d. PDF.
Kuhlthau, Carol Collier, Leslie K. Maniotes, and Ann K. Caspari. Guided Inquiry Design: A
Framework for Inquiry in Your School. Santa Barbara, CA: Libraries Unlimited, 2012. Print.
Maniotes, Leslie. Guided Inquiry Design and the Common Core. Denver: EdWeb.net, 17 Sept. 2013.
PPT.
Notes de l'éditeur
One of the elements of PBL is to have a Driving Question or DQ. A DQ can drive the project forward or it can be used to drive the learning forward, so you can use a DQ anywhere in your lessons. It is a great way to focus students on their learning and how they can be aware of answers as they learn content.
When students know how to ask their own questions, they take greater ownership of their learning, deepen comprehension, and make new connections and discoveries on their own. However, this skill is rarely, if ever, deliberately taught to students from kindergarten through high school. Typically, questions are seen as the province of teachers, who spend years figuring out how to craft questions and fine-tune them to stimulate students’ curiosity or engage them more effectively. We have found that teaching students to ask their own questions can accomplish these same goals while teaching a critical lifelong skill.
From: ROTHSTEIN, DAN AND LUZ SANTANA. (September/October 2011).“Teaching Students to Ask Their Own Questions:One small change can yield big results”. Volume 27, Number 5. Harvard Education Letter. Accessed July 28, 2014. http://hepg.org/hel-home/issues/27_5/helarticle/teaching-students-to-ask-their-own-questions_507#home.
1.Don’t get me wrong, effective questioning is key to many successful learning experiences but…….we tend to ask a lot of questions, don’t we?
2. It stands to reason that if a student creates their own question they are more likely to take ownership of it and actually want to answer it.
Students can learn more from asking questions than they can answering them.
Students will probably be very creative in what they want to learn and therefore their questions will be little inquisitive gems!
Which of these rules seem the hardest? Why?
In Google Drive folder Librarian Orientation 2014
So, in in with the DfE and the move to PBL, we are moving to a comprehensive, K-12 research model, Guided Inquiry. You have two books that will walk you through this process this year. One is on the shelves over there and the other is an eBook you can access through Mackin VIA.
Even though this has been around for over 20 years, you may not be very familiar with it, so we are going to do a small group activity.
This is not new. We have already been doing this with our research lessons. However, as you can see on this diagram, there are lots of new things being added to our repertoire that deal with inquiry.
Health care, voting, going on vacation, getting somewhere with public transportation, all of that is done through an inquiry based process in order to make decisions.
And we all do it; it’s safer; it’s easier to do what we already know how to do.
This is the unknown. While it is that…we are not alone! We need to merge the two and create what Dr. Maniotes calls third space.
Third space is merging curriculum and questions. “Students bring experiences into the research process: one, is the varied experience of the individual taken from outside of school, which is called first space; the other is curriculum content of the classroom, identified as second space. It is important for educators to help students use their cultural knowledge and experiences from everyday life to better help them understand the curriculum content. When both come together into play in equal amounts, that is the third space…When we think of classrooms/libraries as hybrid spaces that use outside-of-the school knowledge to make sense of the curriculum, inside school knowledge, we find that new ways of talking and learning occur in third space (Maniotes, 2005). This requires educators to pull away from wither/or of child-centered learning or curriculum-centered teaching. Escaping from this binary has the potential to transform schools into reaching the third space. Within third space, students can construct new worldviews rather than having to take on the teacher’s perspective to those mandated by the curriculum or textbooks” (Kuhlthau, Maniotes, Caspari, 2007).
We know students, especially those at the secondary level, already come to the library with a limited search scope: Steroids in baseball is bad. This limited scope limits research as the student has already decided what they need for research versus looking for more information from a broader perspective.
You know this one… this showed how the flow of research went looking at students within the process.
We mapped an instructional design model onto the ISP to help people create learning experiences that would support learning through research. Specifically thinking about the pitfalls and challenges of research and supporting students to overcome those by how we designed the learning experience. So there you have Guided Inquiry Design and how it maps onto the ISP including the dip you see in the emotional experience of students to remind educators that students will need support there.
