Transcript Developing Rich Questions

Write 2 skinny and 2 fat questions you could ask
about this picture (1 per piece of paper)
Structure of
Observed
Learning
Outcomes
Prestructural
Tree
Unistructural
A tree has a
trunk, leaves
and fruit.
Multistructural
Relational
When a tree grows, the
roots grow down into the
soil, and a trunk begins
growing above. From this
trunk grow branches,
twigs and leaves.
The roots of a tree anchor it
firmly in the ground and
absorb nutrients and water
from the soil. Plant leaves
absorb carbon dioxide, pull
water up through their roots
and use light to make sugar
(photosynthesis). Plants use
the sugar to grow. Plants give
off oxygen as a by-product.
The green parts of the plant
make the sugar and oxygen.
In winter some trees lose their
leaves as the nutrients move
down into the root systems as
light and warmth diminish.
Extended
Abstract
The tree has an important role
to play in the survival of the
planet. If, for example, we cut
down rainforests or clear
native bush to develop an
exotic forestry industry, we
risk irreversible damage to our
planet. How will our planet
renew its atmosphere if we
remove most of the trees?
What effect will it have on
birds and insects, and how will
that in turn affect us? What do
we need to think about here?
list, define,
tell, describe, identify, show,
label, collect, examine, tabulate,
quote,name,
Who?
When?
Where?
What?
Unistructural
summarize, describe, interpret,
contrast,
predict, associate, distinguish,
estimate, discuss, extend,
differentiate, scan,
Why?
Multistructural
apply, demonstrate, calculate, complete,
illustrate, show, solve, examine, modify,
relate, change, classify, reason, combine,
explain, connect, contrast, experiment,
discover, order, compare, analyse,
separate, divide,
arrange,
part / whole,
select, infer,
sequence,
How?
Relational
combine, integrate, hypothesise,
rearrange, substitute, reflect,
speculate,create, select,
design, plan, invent, compose, discriminate,modify,
imagine,
formulate, prepare,
generalize, rewrite, assess,
support,
recommend,decide, forecast,
rank, grade, test, measure, compare,
convince, judge, explain, conclude, summarize,
theorise, evaluate,
idealise,
apply a principle,
What if?
Would? How could?
Should? Can?
How might?
I wonder…
Extended
Abstract
Write a question
maths to
for
Structure
of social
problem
this
begin
story
a
for a Year
studies
4
Observed
Learningabout conflict
class
topic
Outcomes
There is plenty of thinking that never achieves lift-off, never contributes to
understanding and never casts light on issues of importance. Much thinking
beats around the bush, wanders off course and fails to inform or illuminate.
That is because thinking can be done in an unquestioning manner.
Thinking without questioning is like drinking without swallowing.
We must raise young ones to question, to wonder and to learn.
We will encourage students to become serial questioners committed to
pursuing important questions until capable of making sense of their worlds
and capable of fashioning smart answers to life’s challenges.
Jamie McKenzie
http://www.fno.org/nov97/toolkit.html
http://www.cap.nsw.edu.au/QI/TOOLS/pqr/questionmatirx.htm
5 Whys
http://www.mindtools.com/pages/article/newTMC_5W.htm
Following is an example of the 5 Whys analysis as an effective problem-solving technique:
1. Why is our client, Hinson Corp., unhappy? Because we did not deliver our services when we said we
would.
2. Why were we unable to meet the agreed-upon timeline or schedule for delivery? The job took much
longer than we thought it would.
3. Why did it take so much longer? Because we underestimated the complexity of the job.
4. Why did we underestimate the complexity of the job? Because we made a quick estimate of the time
needed to complete it, and did not list the individual stages needed to complete the project.
5. Why didn't we do this? Because we were running behind on other projects. We clearly need to
review our time estimation and specification procedures.
Fertile Questions - Harpaz & Lefstein
http://www.learningtolearn.sa.edu.au/Colleagues/pages/default/harpaz/?reFlag=1
Videos - Communities of Thinking
What would I see happening in the classroom of a
Community of Thinking? Classroom (WMV - 298kb)
What does engagement in Fertile Questions look
like? Fertile Questions (WMV - 574kb)
Where do Fertile Questions fit? Model (WMV 484kb)
A Fertile Question is...
open
undermining
• Why did the peasants accept a
class system that exploited and
connected
rich
charged
practical
oppressed them? (history)
• Can betrayal be forgiven?
(literature)
• What should we wear? (chemistry)
Fertile Question
Research
Research
Question
Question
Research
Research
Question
Question
Inquiry
Inquiry
Concluding
performance
Concluding
performance
Research
Research
Question
Question
Inquiry
Concluding
performance
Communal concluding performance
A good research question is...
• Open – requires that the researcher take a position
• Rich – requires deep and extensive research
• Connected – to the communal fertile question and to the
disciplinary domain
• Interesting – to students, and possibly also "objectively"
• Practical – can be coped with in the context of time,
material and other constraints
fertile question: Does competition make us better?
Does testing
improve
achievement?
Can there be a
game without
competition?
?
?
Has business
destroyed
competitive sports? What does
competition do
to friendship?
?
?
Does too much
competition lead
to cheating?
?