Sharing Learning by Lisa https://padlet.com/liskstew/y85le2273g78wzww Choose a way to share your learning from the engagements above and post the link to the reflective threads to our reflection padlet (remember to add your name). Add a comment, wondering and feedback to TWO other participants. en-us 2022-01-18 13:27:45 UTC 2023-01-23 17:02:31 UTC hello@padlet.com https://padlet.net/icons/png/1f914.png Monica mocarrillo https://padlet.com/liskstew/y85le2273g78wzww/wish/2009311889 A challenge we face as PYP educators: Developing a culture of questions... I learned that one way to helping us guide students into asking the "right" questions is using Concept Question Cards. These cards can include questions stems such as:

1. What is its purpose (function)?
2. How could responsibility make a difference (responsibility)? 
3. What makes it happen (causation)?
4. Why might the viewpoints differ (perspective)?
5. What patterns can we observe (form)?
6. What if ____ happened, would it change (change)?
7. How are the ideas connected (connection)?]]> 2022-01-24 17:06:19 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009311889 Johna https://padlet.com/liskstew/y85le2273g78wzww/wish/2009330998 Tara-Helping Develop Strong Central Ideas
Ensuring that Central Ideas are not too specific and not too general is the challenge.  One suggestion was to start with using the CVC pattern: concept, strong verb, concept.  Determining the important conceptual understandings and having that be what drives the development of the central idea will help.  Asking these questions can be helpful SERC: Is is Significant? Engaging? Relevant? Challenging?  As I look at Central Ideas it seems many are too simple or too obvious.  Working to develop strong conceptual understandings/take-aways with teacher would be my next step.  ]]> 2022-01-24 17:13:30 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009330998 Rosalinda rgarcia417 https://padlet.com/liskstew/y85le2273g78wzww/wish/2009336595 What are the current strengths and where do they think improvements could be made?
questions are being asking to students in the classroom which is important because we should be setting an example and posing high quality questions. The problem is are teachers giving students the time to think, reflect, and pose the same quality questions.

Comment also on what might be the pros and cons of using question frames like these.
The pros on using questions frames is that it provides students with a guide when asking their own questions. A con is teachers must model how to use these questions frames.

]]> 2022-01-24 17:15:53 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009336595 Karanne https://padlet.com/liskstew/y85le2273g78wzww/wish/2009338320 My current questioning environment: 
+: all students feel safe and free to ask questions in my classroom, I respond to their questions with a follow up question to allow them to reach some sort of conclusion 
-: students' questions seem to still remain very "surface" level and often times when I ask them follow up questions they respond with a simple " I don't know" or I get crickets. I want them to allow for the deeper questioning and inquiries. During provocations I get many "I like that_________" or opinion type remarks vs. inquiries. 

One thing that i can do to facilitate a culture of questioning is being more purposeful with my provocation charts and doing the question sort with my students. I found that to be very helpful. ]]> 2022-01-24 17:16:38 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009338320 Carmela chingcarmela https://padlet.com/liskstew/y85le2273g78wzww/wish/2009340418 Ken's questions around asking questions is one that many teachers struggle with.  Explicitly teaching critical thinking skills is important to improving questioning skills.  A few ways to improve this would be: 
1) Developing teacher efficacy in moving questions from factual to provocative debatable questions.  
2) Having students practice moving questions from DOK1-DOK3/4 in non academic setting.
3)Using Concept Based Question Cards to support students in developing.

Quality questions need to be coming from students, not from the teacher. Having this transition of power is critical to the lense of inquiry.  ]]> 2022-01-24 17:17:30 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009340418 Lauren https://padlet.com/liskstew/y85le2273g78wzww/wish/2009345423 Challenge: Are the student questions useful to the inquiry? How to create an inquiry culture in the classroom through questions?

All questions stem from curiosity and wonder so every question is useful and can guide the conversation or learning in the right direction. Guiding and teaching students to ask inquiry based questions can help them make connections between the central ideas and their personal experiences. Creating an inquiry culture is important to help students dive deeper into what they are learning and take ownership of their thinking. Providing why and how questions instead of what questions can help guide the thinking to inquiry based thinking. 

Allowing the students to drive their learning through their questions will make the learning much more meaningful for them as well as the teachers.




]]> 2022-01-24 17:19:41 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009345423 Brittney & Katie katelynn_davis https://padlet.com/liskstew/y85le2273g78wzww/wish/2009350111 Strengths:
- Students ask questions and share wonderings
- Provocations encourage students to question

Stretches:
- Engage more with "Wonder Walls"
- Write down more of the questions that our young learners have
- Having students go through question-answer-question cycle, rather than stopping once an answer has been discovered
- Intentional question developing by teacher to model for students

Question Frames/Types Ideas:
- Question-Answer-Question
- KWLQ (Know-Wonder-Learned-Questions)

Example: KWLQ- Katie has used this in her classroom, and Brittney has used a KWL chart. Through adding the Q to this strategy for thinking, students are encouraged to develop more questions based on their learning, and think past arriving at the answer for their initial questions. This also encourages students to inquire more into the topics and concepts that are being taught at that time. 

The KWLQ chart can be limiting because it does not have a space to ask questions during the learning process, only after. For this reason, it could be beneficial to add another column for questions that learners have during the inquiry.

]]> 2022-01-24 17:21:36 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009350111 Sergio https://padlet.com/liskstew/y85le2273g78wzww/wish/2009356948 A challenge I face is finding time and prioritize the most relevant concepts and move units in my curriculum to be synchronized with those of colleagues. Also, asking questions that give opportunities to students for incorporating higher level thinking to enhance understanding.]]> 2022-01-24 17:24:22 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009356948 Hayley https://padlet.com/liskstew/y85le2273g78wzww/wish/2009366856
  • What are the current strengths and where do they think improvements could be made?
    • - Understanding the importance of asking quality questions is the first step, but actually putting this into practice is where Ken needs support. 
    - I think making sure to highlight the importance of asking questions and modeling debatable, rather than factual questions is a good start.  I use my provocation board to document and revisit student questions throughout the unit to help give students the ownership of their own learning and show that these questions can drive which direction we explore.

    Pros: Help promote conceptual understanding, give students the frames to create their own questions
    Cons: These questions should be driven by the students.  The release of responsibility in coming up with questions is very important, which can make these questioning strategies more challenging. 

    ]]>     2022-01-24 17:28:39 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009366856     Laurie https://padlet.com/liskstew/y85le2273g78wzww/wish/2009370594 Tara's dilemma is that she is unclear on the procedures of the Program of Inquiry(PI) and Units of Inquiry(UI). She should meet with grade level staff and then whole staff to understand how the PI and UI work intertwined. The staff then as a whole needs to update or possibly rewrite the PI and the UI. Tara way want to

    ]]>     2022-01-24 17:29:43 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009370594     Eboni https://padlet.com/liskstew/y85le2273g78wzww/wish/2009372603 What are the current strengths and where do they think improvements could be made?
    Questions are being asked in the classroom, but i feel that we can improve on the depth of the questions asked. Explicitly planning of questions, as well as preplanning misconceptions that may occur, allows for a focus driven discussion.  I love the question frame stem  found at https://leadered.com/wp-content/uploads/Ch4.QuestionStems.pdf because the quadrant method gives follow-up questions that allows for a deeper dive into inquiry and encourages conceptual understanding.


    ]]>     2022-01-24 17:30:34 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009372603     Maria V. mvaldezsanvicente https://padlet.com/liskstew/y85le2273g78wzww/wish/2009375289 I chose Ken's challenge, because I could relate with his problem: How to make the correct questions and how to provocate a burst of answers and discussion within my classroom. 
    I find out how important is to clarify what is an essential question and which are not, and take in consideration that our students should be able to feel safe asking questions, and it is by our modeling to ask questions that they will be able to be comfortable doing it so. I think as a teacher is my responsibility to guide this process more consciously, so it could be more effective and efficient during my time with the learners. 

    Questions should provoke more questions and more questions,  and  we can refer to it at any time, this way the discussion could be richier and engaging for the kids.

     I would like to be more intentional with this process during Math, using more questions like these:
    • When and why should we estimate?
    • Is there a pattern?
    • What do good problem solvers do, especially when they get stuck? 
        ]]>     2022-01-24 17:31:45 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009375289     Karen https://padlet.com/liskstew/y85le2273g78wzww/wish/2009380825 “If we want to develop a culture of questioning, then we have to listen to the questions being asked and guide our students in answering them.”

    Culture of classroom: 
    Strengths: students who want to share ideas. 
    Improvements: Allowing students time to build questions throughout the unit. Allowing time to ask and answer more questions.

    With young learners it is important to help them learn how to not only ask questions but to also ask deeper questions. As a teacher I need to make time to ask students questions about their questions and to push them to deeper thinking. 

    It is important to teach students about the different level of questions. I want to have students see and explore how different levels of questioning lead us to different answers. 


    ]]>     2022-01-24 17:34:04 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009380825     Tina https://padlet.com/liskstew/y85le2273g78wzww/wish/2009394846 Developing a purposeful Central Idea and then selecting how to utilize the statement can be challenging. 

    One article I read described the purpose of Central Ideas.

    • a generalization
    • does not need to be long and convoluted
    • focuses on an enduring understanding
    • meant to support teacher planning
    • supports students learning between key concepts and related concepts


    Another article I read suggested 3 different approaches to developing/applying the Central Idea in the classroom. 

    Approach 1: The central idea as a springboard - (Drawback: Students do not necessarily construct their own generalizations.)

    Approach 2: The central idea as an assessment - (Drawback: Younger students may have difficulty formulating their own understandings.)

    Approach 3: Constructing the central idea with parents and students - (Caution: Just be sure to hear all students and have them participate in discussions.)

    Lastly, another IB Publication suggested that students co-construct Central Ideas.  Using success criteria supports student agency and the development of an effective Central Idea.  (See the image above for an example of Success Criteria).



    ]]>     2022-01-24 17:39:48 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009394846     Tara (Natalie) https://padlet.com/liskstew/y85le2273g78wzww/wish/2009397627 Tara wants to create a culture of questioning and inquiry bases learning at her campus. She wants to be supportive of her teachers and students but is unclear of the path and needed strategies to accomplish this. Based on the articles, true central ideas that lends itself to inquiry begins with the students. Students need to have voice and ownership when creating the central ideas. By using and applying the success criteria students can insure that the central idea is broad enough for inquiry. A culture of questioning is what drives the inquiry. Teachers should provide provocations at the beginning of the unit to promote initial questioning. Student questions should be documented and answered as the unit progresses. Students also need time to process ideas, but teachers and other students should be active listeners. Teachers should also be asking guiding questions and guiding the students in the questioning phase. As an administrator I too can model this process and culture of questioning during planning sessions and professional developments. At the primary level modeling is key for our young learners,but I’m a firm believer that modeling and ongoing practice/engagement with questioning will produce a culture of inquisitive students and staff. ]]> 2022-01-24 17:40:58 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009397627 Abdul: (Yeida) https://padlet.com/liskstew/y85le2273g78wzww/wish/2009423015 2022-01-24 17:51:24 UTC https://padlet.com/liskstew/y85le2273g78wzww/wish/2009423015