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Students explore supporting questions and examples in units. They:

Contribute to understanding of compelling question

Focus on descriptions, definitions, and processes

Require students to construct and explanation

Grounded in curriculum and content

Explanations

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Light Blue Post-It: “I like…”                         List strengths of the question (refer to checklist)

Yellow Post-It: “I wonder…”                    List potential areas for growth for the questions            Potential areas for concern for the entire IDM

Pink Post-It: “I suggest…”                Ideas you have to enhance your peers’ work

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Post your compelling question and 3 supporting questions

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Post your compelling question and 3 supporting questions

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Write your Social Studies standard, Compelling and focus questions on legal-sized paper

Use the Critical Friends' Protocol to evaluate classmates' questions

Review feedback and revise questions
based on feedback

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Procedure of Formulating Compelling Question

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Procedure of Formulating Compelling Question

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students explore compelling questions

students evaluate questions as to whether they are compelling or not

Students look at compelling questions in social studies' units

Step One: Produce your own questions.

Step Two:  Improve your questions.

Step Three:  Prioritize your questions.

http://rightquestion.org/

categorize into open or close ended questions

improve questions

compare against checklist again

prioritize questions and pick top 3

Pick one question from your list or priority questions as your compelling question.

Consider 2-3 ways a student would answer this question.

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Is the question relevant and rigorous?  Intellectually meaty and kid- friendly?

Is the question closely connected to the standard or objective?

Will the question allow for meaningful exploration of an idea?  (Remember: Inquiries are smaller than a Unit/Module; bigger than a lesson plan)

Will the question result in students building a summative argument? (Remember: a compelling question can be answered with “yes” or “no” but elaborated upon by the student)

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Students will be able to create a standards based relevant and rigorous compelling question for their social studies’ unit that will generate meaningful exploration of an idea. Students will further generate 3 supporting questions  which will result in students being able to generate a summative argument to answer the compelling question.
Source: 3 Dimensional Bloom's Taxonomy by Krathwohl & Anderson https://www.teachthought.com/critical-thinking/3-dimensional-model-blooms-taxonomy/