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1. Questions that hook: Engages students and captives interest/attention

2. Questions that lead: Closed questions with one answer

3. Questions that guide: commonly in inquiry tasks/are thought provoking

4. Essential questions: often raise more questions and require deeper understanding

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There are various reasons why collaboration among educators can be something powerful.

We all have our own experiences, expertise, and skills we bring to the table.

Being able to bounce ideas allows us to be innovative and purposeful in our planning since we can have different perspectives that are beneficial for the students since not all students will learn the same.

Collaboration can happen at all steps of the planning process and can be done in the different planning tools such as the unit-web planning tool, weekly planners. It promotes collaboration and sharing of ideas within a faculty.

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There three types of guiding questions: factual, conceptual, proactive/debatable

Purpose is to help connect factual support with conceptual understanding

Each generalization should have 3-5 factual/conceptual questions and 2-3 provocative/debatable questions

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Conceptual lenses are used to create synergy between the factual and conceptual levels of thinking.

It focuses work in a unit and facilitates the transfer of understanding.

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It contains critical content topics and concept and gives an overview of the depth and breadth of a unit

Includes a topic in the middle and has strands representing units strands (the major categories of said topic).

These then include micro concepts, and then generalizations.

There is also another strand representing the concepts in mathematical processes which are broken down in a similar way.

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Teachers can feel empowered through unit planning since it gives power to the teacher, and allows them to take control and have an input into designing the curriculum. Often times, teachers can feel restricted to following a textbook rather than being creative with concept based approaches