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Isaac Miller - Advanced session: Success

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Isaac Miller - Advanced session: Success

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The different strategies (#Hashtag, Thrash-out, mini-group discussions) were very helpful to get the students engaged and paying attention to the different detail, that will strengthen their writing and give them ideas to think about.

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Isaac Miller - Advanced session: Challenge

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Isaac Miller - Advanced session: Challenge

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Implementing the "Thrash-Out" in time for the students to really discuss how they feel and the really show depth in their writing process. I would really like to see that again, and make it a part of my regular class period (maybe not so formal) to get them familiar with the process.

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Isaac Miller - Introduction session: Challenge

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Isaac Miller - Introduction session: Challenge

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Time was definitely a challenge, especially trying to cover all the parts of the DBQ. I'm sure as I continue to use them as assessments, I will be able to focus more on areas that are important to write and less focus on formality material, such the "hook exercise" and " (pre-) bucketing" information .

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Isaac Miller - Introduction Session: Success 

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Isaac Miller - Introduction Session: Success 

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I believe getting the students actively engaged in the analyzing primary documents and getting them to use evidence from the information to form their opinion was great! I think as they felt comfortable in knowing there was no "wrong" answer except "no answer" was reassuring to them truth their opinions and themselves.

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Tommy Dolphin - Advanced Session: Challenge

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Tommy Dolphin - Advanced Session: Challenge

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One of the challenges I have is being able to complete all of the steps of the DBQ in a week.  I ind that year after year I need to pair down the amount of documents that I ask the students to investigate and/or skip steps of the DBQ process (such as the bucketing).  Is there a model of how the DBQ should flow or be planned out?  I would love to be able to see examples of how others complete the DBQ in their classes.

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Tommy Dolphin - Advanced Session: Success

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Tommy Dolphin - Advanced Session: Success

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Being that I teach a blended course of ELA and Ancient Civilizations, I find that the DBQ's allow me to insert history into my ELA heavy curriculum.  For the most part, my kids seem to take to the history aspect and bring many questions to the conversation about our subject.  The DBQ's are great tool for opening the door to events or topics that may otherwise not be covered as deeply.

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Some students were familiar with DBQ and was instrumental in helping their peers by explaining the process.

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I am new to DBQ. The challenge I face is keeping the "Hook" activity within a specific time frame. Several students wanted to talk and talk which is good but sometime veer off topic. Another challenge was introducing the DBQ so late in the school year.

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Challenge: I feel my challenge is with time when I have students write their DBQ essay in the classroom (approximately

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Challenge: I am still struggling to make DBQ prep more student-centered. I feel that I spend too much time at the front of the class facilitating whole-class discussions. I would like to do more group work but I'm not sure how. Examples of how other people do group work would be helpful.

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Success: During the session I learned that when looking at Documents as a whole class you should spend most of your time analyzing the documents instead of just understanding the content of the documents. This led me to prompt students with the Sentence Starter: "Doc X shows that ____ is responsible for ending Reconstruction because..." This helped make our discussions about the documents more meaningful. I also used the sentence starter to have students reflect on each document in their notebooks. This helped them to start writing analysis that then they could use in their final paper.

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I am brand new to DBQ. I teach writing and some social studies to 5th grade students who have had no prior experience with DQB. I am looking to the DBQ project to strengthen my instruction in both Writing and Social Studies Classes.
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The DBQ training was successful in that it helped me to be more intentional in the type of questions I ask my students, in all content areas. I think the trainer did a good job helping me to see the value of asking BOTH implicit and explicit questions and the value and place for both of them in prompting students thinking and getting students to read closely to a text.

A challenge for me has been implementing the DBQ project and process so late in the school year. I attended the training in May, which is late in the year (and a challenging time in general) to start a new routine. I am looking forward to next year, when I can start the DQB Project in the fall with the start of a fresh class and year!