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Reflective... Is there a difference between answers that require a sentence and ones that require a list? Differentiantion??
I feel good about Level 3 Unit 3... How do music, TV shows, and films imitate  culture and influence changes in a culture?
I need to see what Walsh and Wilson use for their Natural Disasters Unit... are they comparable to the science examples?

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Ch 4: I have to admit to being frustrated with this chapter. None of the literature seems to have WL examples.
EX) "...deep thinking skills engage students in examining the meaning behind data, definitions, details, facts, and formulas.... to understand the intent of texts and analyze inferences." I wrote in the margin: @AP level... Most of what kids are doing before AP language is UNDERSTANDING what they are reading!
"Good analytical questions challenge students to show and tell content knowledge and conceptual understanding." This made me think of some of the components that go into learning a language... Do "What is the Passé Composé? and How do I form the Passé Composé? and How do I use the Passé Composé?  constitute analytical questions??
"Apply knowledge of language to understand how language functions in different contexts...." For me, this was a cultural question: When do you use Tu vs Vous?? They both mean You in English... but one is formal and one informal...some of the English class examples might relate to L2 and L3 when we are reading...
My frustration with this chapter is that it takes me back to the EQs we were writing 7 years ago... ex) How do I talk about the weather?....

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1. You can make factual quesitons rigorous.
2. By making kids do the research
3. What are the names of some French horror films?
Which people who are part of making a film do the French consider most important? (IDK)
4. Can we use "When" questions here? Like when do you use the preterite and the imperfect past tense? (I think that's how you say it in English!)

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DEC 8th~~
1.) I liked the section on cognitive rigor.. I found it to be valuable for kids in deciphering text, how long kids needed in order to do the assigned task, their ability to interpret what they have read , and then to create higher level thinking questions.
2.)I have been trying to have kids ask their own questions relating to the unit, as opposed to me creating them in advance, and them having to figure out the answer.
3.) TASK: What is the exclusionary rule, and how does it apply to policing? Examine the exceptions to the exclusionary rule. How do the exceptions protect officers during search and seizure?

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1. What resonated with me in Chapter 3 was something on p.44 that attested "cognitive rigor, the question's level of difficulty, depends more on how much time and effort is needed to read, research, and record information they have acquired by paraphrasing, transcribing, or citing sources." This reinforces that students answering Factual questions can still be rigorous even though on Bloom's it appears to be a lower level question! It's what we are asking them to do with the acquired material, not just retelling it. It includes how they are interconnecting to previously learned material as well! In chapter 4, there was a lot of "ah ha's" but the one that I will mention is that the question stems focused on the how, how can, how does, and why. That was helpful because I can alter questions to accommodate this question stem and by doing this simple step, changed the cognitive rigor.
2. The question stems to assist in order to change the cognitive rigor!
3. TASK: Vocabulary knowledge: What is Nazism? What is totalitarianism? What is Fascism?
Close Reading: What were the various totalitarian ideologies and which countries were these specific totalitarian regimes located? Who were the key Allies and Axis leaders? Who and/or what were the Allies and Axis?
Information Literacy: What was/were Hitler's views on the Jews? What was the Nazi party and what was it's purpose?
4. Examine Experiment with Explain: How did some Jews fight back? Why did Hitler want to exterminate the Jews?
Procedural Knowledge: How can rhetoric be used to persuade? How did Hitler use propaganda to influence the public toward his cause/ideology?
Conceptual Knowledge: What categorizes a dictator? What characterizes a totalitarian regime? What distinguishes socialism from communism? What indicates a turning point during/in history? What are the similarities between Hitler and Stalin? What are the differences between Germany's nationalist socialism and Stalin's socialism and Mussolini's fascism?
Authentic Literacy: What is the purpose of fascism socially, economically, and politically? What is the meaning behind the "Jewish Problem?" What is the message behind Hitler's speech regarding the "Jewish Problem?" What does Nazism represent? What does the author suggest is the root cause of Germany's economic and political turmoil?

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Here are the questions/reflections for our next book study we can discuss.

1.     What was/were one or two Ah Ha’s from Chapters 3 and 4 and why?

2.     How can you apply what you learned in your readings to your practice?

3.     Application to Practice: Try composing a few Factual questions on page 54, Table 3.8 that you could use for an upcoming unit/lesson?

4.     Application to Practice: Try composing a few Analytical questions on page 70, Table 4.8 that you could use for an upcoming unit/lesson?

5.     Don’t forget to add these practices, discussions, and learnings on your Greatness Plan.

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Ander: I liked your comment! I want to look at these more in that light... topical = essay prompt
Perhaps the driving questions are more for elementary???

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The topical essential questions are what I would call essay prompts. Call them what you will, we use those in English all the time when it comes to writing papers.
The universal essential questions, in my experience, of more useful for me when I backwards plan; they guide how I am arranging the course and material. I have not seen them be particularly fruitful for students, so if you have, let me know; I'll copy you!
I didn't care for the section on driving eq's. I found them to be too directional in nature, but perhaps that was the point. They were almost just directions and then at the last minute, they made them more open ended. Interesting chapter. I has made me consider introducing the prompts (topical eq's) at the beginning of a unit so students can gather information all the way through leading up to the summative.

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I will be making a more concerted effort to do this as well. I think it would be more valuable and powerful than focusing on WCO and EUs! Creating these four EQs will better equip students with understanding the relevance of the content and skills to their lives and see its transference to other courses as well. I think this may make my lessons more authentic to their learning and life.

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I do too! My EQs are more Universal in nature but I assess on the Topical for content mastery and performance based assessments are usually hitting on the Universal or Overarching. That may appear great (hitting all EQs) BUT am I really TEACHING or providing learning experiences for all three??? Hmmm....

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Perhaps having all four allow both the teacher and students see the application and relevance of the content and skill through a universal, interdisciplinary, disciplinary. topical lens. It also may help the teacher in designing appropriate learning experiences and make those connections. I would prefer writing down four questions than a WCO and EU. :)

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Tyler: what questions do you ask on assessments? Those EQs from the topical category?

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Honestly, I have just been going along with the EQ's that other PLC's or PLC members have come up with in previous years. And, I have not really been thrilled with how they fit in with some of our units. Reading this chapter was eyeopening for me. And I am looking forward to playing with more effective, student friendly EQ's.  The following are last year's EQ's for our  Hamlet study.

Essential Questions:

1. What’s the relationship between reason and emotion?

2. What influences decisions around justice and injustice?

So clearly, I have been missing the other 3 steps.  No wonder my kiddos get confused. Looks like I have work to do.

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I really enjoyed the chapter. More specifically, I liked how Francis broke the essential questions into four different categories (universal, overarching, topical, and driving). I remember learning about these concepts when I was getting my undergrad, but I do not really think about each category when creating essential questions. Mostly I just focus on creating overarching and topical questions, but that is just natural with the way we have to plan for DCSD, not intentional. My practice will shift in the future as I will attempt to have at least four essential questions for each unit. My goal will be to feature one from each category. I see benefit in this as it will help me engage with themes (universal), English skills (overarching), assessments (topical), and student objectives (driving). I can easily incorporate this into stage 1 of backward design.

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I keep thinking that there are many times that WL does not go past universal or overarching questions? (What if the goal is to be able to have a discussion? )
But then looking at the driving questions where students "create, present, produce"... we do that. Is it really necessary to have all four types of questions?

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Goldberg’s Essential Questions: An upcoming unit is on the Roaring 20’s, Great Depression, and Dust Bowl so here is what I generated….Universal Question: What does it mean to be wealthy, successful, and happy?Overarching Question: How can cultural behaviors, politics, and economics impact society? How can man and the natural world strike a balance of sustenance and preservation?Topical Question: How did cultural behaviors and politics directly and indirectly create the Great Depression and what impact did it have upon society?How did natural and manmade behaviors directly and indirectly create the Dust Bowl and how did this impact America?Driving Question: What physical manifestation can you create to demonstrate how politics, economics, and geography systemically impact American society in the 1920’s to 30’s? 

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Goldberg’s Essential Questions: An upcoming unit is on the Roaring 20’s, Great Depression, and Dust Bowl so here is what I generated….Universal Question: What does it mean to be wealthy, successful, and happy?Overarching Question: How can cultural behaviors, politics, and economics impact society? How can man and the natural world strike a balance of sustenance and preservation?Topical Question: How did cultural behaviors and politics directly and indirectly create the Great Depression and what impact did it have upon society?How did natural and manmade behaviors directly and indirectly create the Dust Bowl and how did this impact America?Driving Question: What physical manifestation can you create to demonstrate how politics, economics, and geography systemically impact American society in the 1920’s to 30’s? 

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Chapter 2 reflections: I found it interesting that there are four types of Essential Questions and as I reflect on the types my PLC uses/creates for each unit, I realize that they reflect the Universal Question but question if we should only be focusing on that. We test for the Topical but what are we doing to really have our learners delve into the Universal and Overarching. Wouldn't it be great to begin a unit with a philosophical discussion on the Universal and direct learning toward the Overarching and Topical. Another thing I noticed was whether or not our Performance-based assessments reflect Driving Questions or are they a conglomeration of the various Essential Questions? Or, are they focusing on the Universal and Overarching (our multiple choice question tests focus on the topical)?

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Day 2: November 17th: Hello everyone! As I read the next chapter (Chapter 2) here are some questions and applications I thought we could discuss at our next meeting, November 17th, Thursday, in my room, F107.What were one or two things that stuck out to you that you found intriguing, surprising, or interesting? How are you using Essential Questions versus how the author suggests (keep in mind that his subcategories actually come from Wiggins and McTighe)?How will this chapter change your practice?Try taking an upcoming unit and complete the table on p.41. Create a Universal, Overarching, Topical, and Driving Question. Go ahead and write these on this document so we can:Demonstrate and apply what we are learning to each otherProvide and learn from one another’s quality feedback regarding our understanding and application of our learningLearn from one another’s thinking

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Day 2: November 17th: Hello everyone! As I read the next chapter (Chapter 2) here are some questions and applications I thought we could discuss at our next meeting, November 17th, Thursday, in my room, F107.What were one or two things that stuck out to you that you found intriguing, surprising, or interesting? How are you using Essential Questions versus how the author suggests (keep in mind that his subcategories actually come from Wiggins and McTighe)?How will this chapter change your practice?Try taking an upcoming unit and complete the table on p.41. Create a Universal, Overarching, Topical, and Driving Question. Go ahead and write these on this document so we can:Demonstrate and apply what we are learning to each otherProvide and learn from one another’s quality feedback regarding our understanding and application of our learningLearn from one another’s thinking

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Day 1: November 3rd: Here are some questions we can reflect upon during our book study. We may get to 1 or all but at least we have some inquiries to reflect upon beforehand. :)What was the two most interesting, surprising, or reinforcing concepts you read in this chapter and why? How will you alter your pedagogical  practice from your reading thus far?Let’s apply and practice! Look at Figure 1.7 on page 23 and see if we can each come to the book study completing two or more of the categories. We can share what we created! What role should Costa’s Level of thinking play? The book focuses on Bloom’s Taxonomy and Webb’s DOK. To align with Douglas County’s GVCs, should our learning objectives be based upon WCOs or the Colorado State Standards or Common Core?  

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Day 1: November 3rd: Here are some questions we can reflect upon during our book study. We may get to 1 or all but at least we have some inquiries to reflect upon beforehand. :)What was the two most interesting, surprising, or reinforcing concepts you read in this chapter and why? How will you alter your pedagogical  practice from your reading thus far?Let’s apply and practice! Look at Figure 1.7 on page 23 and see if we can each come to the book study completing two or more of the categories. We can share what we created! What role should Costa’s Level of thinking play? The book focuses on Bloom’s Taxonomy and Webb’s DOK. To align with Douglas County’s GVCs, should our learning objectives be based upon WCOs or the Colorado State Standards or Common Core?  