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Google Slides

Also on the speaker center for the conference there is a link to a pdf. This was tested and I believe should be working.

Links to information from Avid open access:

Costa's Levels of Inquiry

Disciplinary Stems

Additional Resources pyp/myp/dp friendly

Connect with me!

Karakhurana@gmail.com

LinkedIN: Kara Khurana (you can find me!) :)

(I am new to linkedin but trying to expand my tech savvy)

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Education for people & planet: creating sustainable futures for all

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WHO, WHAT, WHERE

The answer is “right there” in the text

•Answer is IN the lines: fully and clearly expressed

•(Comprehension)

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•Interpret the text

•Asks How?

•Asks Why?

•There may be more than one answer.

•The answer is understood though not directly expressed.

•The answer may be found BETWEEN the lines, requiring us to make an inference.

Is debatable/contestable

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•Apply to the bigger world

•No right or wrong answers

•Provoke thinking and feeling

•Deal with values and opinions

•Answers are BEYOND the lines and connect to the world outside the text and classroom

*Think TOK and association what is the deeper implied meaning that can be asked or deduced from the text/concept, idea.

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What is the main knowledge or ideas that are evident and important from the text?

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Identify questions that students would need to be able to answer to display essential knowledge from the text.

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Identify questions that students would need to respond to with inferences made from the text.

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Identify questions that would prompt deeper and richer discussions about real world issues that are present or suggested from the text.

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Prosperity: sustainable and inclusive economies

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Prosperity: sustainable and inclusive economies

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Prosperity: sustainable and inclusive economies

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What is the main knowledge or ideas that are evident and important from the text?

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Identify questions that students would need to be able to answer to display essential knowledge from the text.

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What is the main knowledge or ideas that are evident and important from the text?

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Peace: political participation, peace and access to justice. 

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Peace: political participation, peace and access to justice. 

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Peace: political participation, peace and access to justice.

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What is the main knowledge or ideas that are evident and important from the text?

# data[].attributes.body
What is the main knowledge or ideas that are evident and important from the text?

# data[].attributes.body
Identify questions that students would need to be able to answer to display essential knowledge from the text.

# data[].attributes.body
Identify questions that students would need to be able to answer to display essential knowledge from the text.

# data[].attributes.body
Identify questions that students would need to be able to answer to display essential knowledge from the text.

# data[].attributes.body
Identify questions that students would need to respond to with inferences made from the text.

# data[].attributes.body
Identify questions that students would need to respond to with inferences made from the text.

# data[].attributes.body
Identify questions that students would need to respond to with inferences made from the text.

# data[].attributes.body
Identify questions that students would need to respond to with inferences made from the text.

# data[].attributes.body
Identify questions that would prompt deeper and richer discussions about real world issues that are present or suggested from the text.

# data[].attributes.body
Identify questions that would prompt deeper and richer discussions about real world issues that are present or suggested from the text.

# data[].attributes.body
Identify questions that would prompt deeper and richer discussions about real world issues that are present or suggested from the text.

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Identify questions that would prompt deeper and richer discussions about real world issues that are present or suggested from the text.

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For People and Planet: SLD guide teaching ideas after summary and questions are identified and recorded.  

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For People and Planet: SLD guide teaching ideas after summary and questions are identified and recorded.  

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Final evaluation and reflection of the focus specific questions created.

1. Discuss knowledge and questions identified within your focus group.

2. Listen to the summary (read aloud) made after reading and understanding the SDG information. Does it make sense? Is it clear and focused?

3. Evaluate the questions shared and created.

• Modify/ Adapt and improve the questions or eliminate.

•Add important new questions or ideas (level 2&3) identified.

*CREATE a round table discussion/socratic seminar/ fish bowl discussion guide to use for class discussion.

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Have students create a student led discussion guide for the texts within your class with the best and most essential questions. (teacher modification needed)

-Shared Google doc

- Padlet

- Canva

- Create a Mentimeter

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Communication/ Artistic/ Reflective SLD ideas

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Communication/ Artistic/ Reflective SLD ideas

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Physical Poster:

Student create for display a large poster of knowledge point and leveled questions that we can discuss as a whole group.

Chat stations:

Use the created discussion guide of level 2 and 3 questions to post individual questions around the classroom. Have students read discuss and shift from one station to the next.

Discuss:

Use the student creation discussion guide to have a Round Table Discussion (RTD) or Socratic seminar (student or teacher led)

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Example from a small class WWF PSA analysis with SLD

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Place texts or artifacts in different parts of the room and number them. Use specific guiding questions from a slide presentation to have students answer regarding the different texts.

1) Analyze the text and respond to the question posed and then move to the next text.

2) Read the peers work and agree/disagree/comment and answer the next question.

3) Continue the cycle with varied questions that students respond to and build upon in each station.

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https://www.unesco.org/gem-report/en/education-people-and-planet

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Education for people & planet: creating sustainable futures for all

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Where did the story take place?

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What was anansi's sons advice?

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What’s the name of his wife?

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What is the lesson or theme of the story? 

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What is the lesson or theme of the story? 

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How many places did Anansi look to hide the pot?

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How many places did Anansi look to hide the pot?

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Who are the main characters in this story?

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Where are they?

What is the clay pot for?

What is knowledge?

Where did Anansi go?

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What was the son's name? What was Anansi collection? What was the son's suggestion? Where did the knowledge go? Why couldn't he climb the tree?

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What does Anansi gather in the pot?

Where does Anansi take the pot?

Who is Ntikuma?

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Why did Anansi put his knowledge in pot?

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Why did Anansi put his knowledge in pot?

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Why does Anansi’s father not want anyone to follow him?

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Why would Anansi keep all his knowledge a secret?

Why would he believe that he needed to keep his knowledge a secret?

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Why did Anansi become angry with his son?

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Why did Anansi become angry with his son?

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How could all the knowledge fit in one pot? 

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How could all the knowledge fit in one pot? 

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What is a character trait you would use to describe Anansi? Think of both a positive and a negative trait.

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What message does the interaction between the father and son wants to convey ?

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What message does the interaction between the father and son wants to convey ?

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Why does Anansi want to hide the pot?

Why does Ntikuma follow his dad?

Why does Anansi get angry at Ntikuma?

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How did Anansi get the knowledge into the pot?

How did his perspective change toward his son?

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Why was Anansi moving out of his house to hide the pot and not hiding in his home? 

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Why was Anansi moving out of his house to hide the pot and not hiding in his home? 

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How can you put knowledge in a pot?

Why did Anansi not let his son help him?

Why did Anansi want to protect his knowledge?

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Why was anasi collecting all the wisdom? 

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Why was anasi collecting all the wisdom? 

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Why does Anansi not want to share his wisdom?

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Why does Anansi not want to share his wisdom?

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Why did he change his attitude to his son?

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Why did he change his attitude to his son?

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Why did Anansi choose the forest to hide the pot?

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Why did Anansi choose the forest to hide the pot?

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What type of person in Anansi?

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Why doesn't the wife/mum hide her knowledge?

How can the son get knowledge?

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How does Anansi feel about his father not wanting to be followed?

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How did Ntikumah know that Ananse was going to the forest?

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How did Ntikumah know that Ananse was going to the forest?

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What made Anansi reflect and change his attitude towards his son?

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What made Anansi reflect and change his attitude towards his son?

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How can we apply this lesson to our own lives?

What does this teach us about sharing knowledge in our lives and with the world?

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1. How would Anansi’s plan change if he didn’t receive help from the other animals?

2. How would the story unfold if Anansi had been honest with the other animals?

3. What would happen if one of the animals discovered Anansi’s lie earlier in the story?

4. How does Anansi’s character affect his relationships with the other animals?

5. How would the story be different if it were set in a modern city?

6. How could the lessons from the story be applied to real-life situations?

7. What would you have done differently if you were in Anansi’s position?

8. How would the story have ended if Anansi had been punished for his behavior?

9. What can we learn about friendship and trust from Anansi’s actions?

10. What alternative solutions could Anansi have used to achieve his goal?

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Why was Anansi moving out of his house to hide the pot and not hiding in his home? 

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Why was Anansi moving out of his house to hide the pot and not hiding in his home? 

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What alternative metaphor for knowledge could replace the pot of wisdom?

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What are the implications of keeping knowledge to ourselves?

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Why can’t knowledge be shared? Why should it be hidden? 

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Why can’t knowledge be shared? Why should it be hidden? 

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To what extent can knowledge be coveted?

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To what extent can knowledge be coveted?

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What might happen if anasi succeeded in hiding all the knowledge in the world? 

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What might happen if anasi succeeded in hiding all the knowledge in the world? 

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what does the story teach us about the world?

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what does the story teach us about the world?

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When knowledge is hidden from others, what emotions could possibly be felt?

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Is knowledge finite?

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What does the story imply about masculinity? What does the story imply about generations?

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1. What became of society once the knowledge was shared?

2. When does knowledge become wisdom?

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To what extent is the knower determined to hide his/her knowledge? Keep it "safe"?

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To what extent is the knower determined to hide his/her knowledge? Keep it "safe"?

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Should one person have ownership of knowledge?

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what does it teach us about relationships within families and hierarchy?

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what does it teach us about relationships within families and hierarchy?

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If you were the writer how would you end the story 

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If you were the writer how would you end the story 

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What happens when someone keeps knowledge or information to themselves? What would happen if they shared?

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Should knowledge be shared or kept hidden for special purposes? 

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Should knowledge be shared or kept hidden for special purposes? 

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What does the story show about the sharing of knowledge?

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What past experiences (or future aspirations) might Anansi’s father have experienced that makes him wish to hide knowledge ?

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What is the symbolism of the river?

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Why do we sometimes want to hide our knowledge? What will happen if everyone hide their knowledge?

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Why do we sometimes want to hide our knowledge? What will happen if everyone hide their knowledge?