2 ways to support the development of compelling questions

1 concept presented that needs clarification

Use question stems and make sure the compelling question can be researched and answered in many different ways.

So far so good!

Use questions stems, push to higher level Blooms

I am unaware of any clarification

1. Make sure that you have a theme that students are curious about.

2. Write a compelling question that will inspire students to do research in different ways.

3. Be prepared to help students find the resources they need.

Developing a compelling question

1. Use the question stems as a guide to make the question.

2. Make sure the question leaves room for interpretation and gives students many options on how to answer it.

Concept that needs clarification

1.

2. What skills and knowledge do students need before beginning a project?

3. Is the question authentic, compelling, and globally significant?

1. Collaborate to bounce ideas off of colleagues to hone the question.

2. Pick something that is interesting to you!

Clarification- How do we make questions global beyond America and China?

What materials will you be able to provide for your students to conduct this research?

What questions not just compel them personally, but what questions will compel them to think globally? Think about how to make global issues/discussions relevant to them!

Build good relationships with students in order to understand what it is that compels them.

2. Supply students with question stems as well.

Support kids with the proper background knowledge needed. Without background knowledge they can't even create questions.

1. How to make these global concepts interdisciplinary.

Create based on a broad theme

The question should be rigorous and compelling for the students

2: Avoid simplicity and bias

Make use of question stems

1:

2.  Teachers are highly suggested to carry out scaffolding activities to help facilitate the process of brainstorming compelling questions.

2. Use question stems that place emphasis on the higher level of Bloom's taxonomy. Use clear vocabulary.

1.

2 ways: a, ask a how qestion. b, fully understand the question.

1 Concept: The qustion must benefit our lives in one way or another.

• Be transparent with pedagogy by introducing the frameworks: PBI, TPCK, Bloom's Inverse
• Plan timing
• Be mindful of age based schemas

2. Support Question forming with:

• Sentence Stems
  
• Scaffolded Brainstorming

3. How to relate questions to community action?

.

think, talk and share

2. Make maximum use of diversity wisely in each student and involve different perspectives and more possibilities to help students dig more

3. To plan well and construct a checklist before PBI to help students fine tune their topic of research

2 ways: group collaboration; Think, pair and talk

1 concept: what is compelling question

2: keep checking on students progress; ask students to give feedbacks or raise questions any time

1:

b) know what things students are interested in.

c) make sure students have a clear understanding about what they need to do in this project.

2 ways: a) rich resources to support students' research process.

b) on-going assessment.

1

theme, background, students engagement

2. 2 ways

well designed structure, align with students' interests

3. 1 concept

3 Use appropriate technology to instruct students

2. What resources and background knowledge do they need to know?

3. Choose their partners. 

1. Students' curiosity or interests.

2. Group collaboration.

1. The concept of global cross culture and critical thinking.