The answer is “right there” in the text

•Answer is IN the lines: fully and clearly expressed

•(Comprehension)

•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

•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.

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.

-Shared Google doc

- Padlet

- Canva

- Create a Mentimeter

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)

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.

What is the clay pot for?

What is knowledge?

Where did Anansi go?

Where does Anansi take the pot?

Who is Ntikuma?

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

Why does Ntikuma follow his dad?

Why does Anansi get angry at Ntikuma?

How did his perspective change toward his son?

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

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?

Write a summary of it (without AI) to show their understanding

Have each student come up with 1 question each from the various levels.

Have them share their questions and in groups, they identofy whether questions are good or not.

Have then identify what they need to know to be able to answer those questions

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)