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It’s October!
Essential Questions and Clear
Learning Targets are the focus
of this month’s edition of The
Water Cooler. As many schools
are now using daily essential questions in their
classrooms, we will highlight differences be‐
tween overarching essential questions and step‐
ping stones (or daily) essential questions. Infor‐
mation on how to tie clear learning targets to
essential questions will help our students In this issue
achieve mastery learning.
Instructional Topic:
Find out more about questions and how to ask the right question in our Essential Questions ........ 2‐5
Questioning Strategies section of the newsletter. Take a quiz to deter‐ Clear Learning Targets ... 6‐7
mine your knowledge about questioning. Questioning Strategies .. 8‐10
Tech Tidbits ................... 13
In our Spotlight on Teaching section this month, we will recognize HPS
Spotlight on Teaching .... 11‐12
teachers who are making creative use of online collaborative tools.
Calendar ........................ 14
Speaking of tools, our Tech Tidbits section focus will be on the ever‐
growing list of Web 2.0 tools available for
classroom use.
If you have suggestions on topics for The Wa‐
ter Cooler, please E‐mail your ideas to Jenni‐
fer Griffin, Heather Mullins, or Donna Murray.
Join the Conversation
Now you can share your thoughts, questions, and ideas with other educators in
Hickory Public Schools. Join The Water Cooler social network online at
http://hpswatercooler.ning.com.
This is a private network designed as a space for HPS teachers to further ex‐
plore topics introduced in The Water Cooler newsletter as well as share addi‐
tional resources and support each other in this journey. Come, let’s gather
around the virtual water cooler!
1
References
Essential Questions
Essential Questions. (2005).
Retrieved September 23, What is an Essential Question?
2009, from http://
questioning.org/mar05/ Overarching essential questions require students to use prior
essential.html
knowledge, new information and individual research/
Essential Questions (2008). experiences to formulate a response. Overarching essential
Essential questions. Re‐
trieved August 1, 2008,
questions require students to apply, evaluate, judge, and create.
from Spartanburg School
District 3 Web site: http:// As you incorporate one
www.spa3. k12.sc.us/
essentialquest.htm to three Overarching Es‐
sential Questions into Wiggins (2007) defines
Framing Essential Questions.
(1996). Retrieved Septem‐
your instruction, think an essential question as,
ber 23, 2009, from “BIG” questions. Stu‐
www.fno.org/sept96/
questions.html (2002).
dents should be able to “…important, vital,
Writing essential ques‐ answer these questions at the heart of the
tions. Retrieved August 1, at the end of the unit af‐
2008, from myproject‐
ter they have explored matter – the essence
pages.com Web site:
http:// the topic and gained an of the issue.”
www.myprojectpages.com
/support/
understanding of the
ess_questpopup.htm content.
Nellan, Ted (2008). What is an
essential question?. Re‐ Some essential questions can be posed early in the unit and be
trieved August 1, 2008, revisited periodically throughout the unit to allow students to
from The Nellan Family
Jewels Web site: http://
demonstrate their growing understanding of a concept. Over‐
www.tnellen.com/alt/ arching essential questions create opportunities for transfer to
essential.html other situations and subjects.
Themes & Essential Ques‐
tions Framing Inquiry &
Promoting Critical Think‐ A question is essential
ing. (2004). Retrieved Sep‐
when it...
tember 23, 2009, from
www.greece.k12.ny.us/
instruction/ela/6‐12/
essential%20questions/
Index.htm
Wiggins, G., What is an essen‐
tial question?. Retrieved
August 17, 2008 from Big
ideas, an authentic e‐
journal: Web site: http://
www.authentic educa‐
tion.org/bigideas/
article.lasso?artId=53
2
Michael Umphrey (2005), a proponent of learning expeditions states, “Essential questions
are important because they connect classroom work to the large and enduring issues that
affect our lives. They are the link that makes expeditions relevant, connecting the curricu‐
lum to actual concerns that young people face. They also provide an invitation into critical
thinking, providing chances to coach young people to think clearly, precisely, accurately,
and reasonably
about things that
matter.” Essential questions are important because
An overarching es‐
they connect classroom work to the large
sential question is and enduring issues that affect our lives.
different from
many of the ques‐
tions teachers typically ask students in class. The most commonly asked questions are at
the knowing and understanding levels of Bloom’s Revised Taxonomy – questions that elicit
“the” correct answer. For example, in a social studies class, teachers ask numerous ques‐
tions to extract recall or attention to important content knowledge: “When did the war
break out? Who was President at the time? Why, according to the text, did Congress pass
that bill?”
According to Wiggins, “These
questions are clearly not
‘essential’ in the sense dis‐
cussed above. Rather, they
are what we might call
‘teacherly’ questions – a ques‐
tion essential to a teacher who
wants students to know an
important answer.” In our dis‐
trict, we often refer to these
questions as Stepping Stones
Questions or Daily EQs.
Stepping Stones questions are
important as we must build
background knowledge and
understanding before stu‐
dents have the tools to an‐
swer the questions that are
essential to our content areas.
3
Share your thoughts
Visit The Water Cooler online discus‐ Examples of Essential Questions
sion board at:
• How well can fiction reveal truth?
http://hpswatercooler.ning.com
• Why did that particular species/culture/person thrive
and that other one barely survive or die?
• How does what we measure influence how we meas‐
ure? How does how we measure influence what we
measure?
• Is there really a difference between a cultural gener‐
alization and a stereotype?
• How should this be modeled? What are the strengths
and weaknesses of this model? (science, math, social
sciences)
A question is essential when it...
requires students to consider alterna‐ causes genuine and rele‐
tives, weigh evidence, support their vant inquiry into the big
ideas, and justify their answers
ideas and core content
stimulates vital, on‐going rethinking of big
provokes deep thought, lively discus‐
ideas, assumptions, and prior lessons
sion, sustained inquiry, and new under‐
standing as well as more questions
encourages critical thinking and
evaluation of data requires students to apply, evaluate,
judge, and create
elicits original thought and
research, not predeter‐ sparks meaningful connections
mined answers with prior learning and personal
experiences
4
Not sure what questions are considered “higher‐order?” Take the quiz that fol‐
lows. Label each question as tier I, II, or III. The answers can be found at the
bottom. See page 9 for information about Bloom’s tiers.
An Exercise for Identifying Types and Levels of Questions
5
Clear Learning Targets
Clear learning targets provide opportunities for students to re‐
flect on their own learning and assess their growth. By posting
clear learning targets in the classroom where they are visible
throughout the day, students are constantly reminded of what
they should be able to achieve by the end of the class. When
students understand the expectation, they can self assess what
they have mastered, what they need to learn, and what ques‐
tions they need to ask to achieve their goals.
Learning targets should be student friendly and “With meaningful learning targets, students
should begin with an “I can...” or “I know…” will know how the learning connects to their
lives.” Clear learning targets help teachers
statement to empower students and encourage
make better instructional choices about which
them to take ownership of their learning. specific vocabulary words, concepts, and top‐
ics students most need to understand. With
clear learning targets, students can alter their emphasis on the question, “What am I supposed to be learn‐
ing?” to, “What is the best way for me to learn this?” Coupled with Essential Questions, clear learning tar‐
gets allow students to study more effectively with the knowledge of the questions they need to answer and
the skills they need to have to master the curricular goals.
The Five Types of Learning Targets
Knowledge: The facts and concepts we want students to know
Reasoning: Students use what they know to reason and solve problems
Skills: Students use their knowledge and reasoning to act skillfully
Products: Students use their knowledge, reasoning, and skills to create a concrete product
Dispositions: Students attitudes about learning
Writing Clear Learning Targets
• Ask yourself the following questions:
• What is the “purpose” of this assignment?
• What do I want my students to understand?
• What do I want them to be able to do?
• Match content and cognitive processes
• Using this knowledge, write a clear learning target for your students.
6
Examples of Clear Learning Targets and Corresponding Essential Questions
EQ: How did Martin Luther King’s life affect his generation, and how does his legacy affect our
generation?
CLT: I can determine which facts about Martin Luther King’s life continue to have an effect on
the world.
——————————————————————————————————————————————‐‐
EQ: In what ways are the natural environment and the constructed environment different?
Which environment is best?
CLT: I can explain which how the natural environment differs from the constructed environ‐
ment.
——————————————————————————————————————————————‐‐
EQ: How do you know which graph to use when provided with information in a problem?
CLT: I can choose the right graph based on the information in a problem.
This graphic pro‐
—————————————————————————————————–
vides an example to
EQ: What are the steps of completing an oil change? help distinguish
between essential
CLT: I can successfully change the oil in a car.
questions, stepping
stone questions,
objectives, and
learning targets.
7
Questioning Strategies
Most teachers that stress recall questions often have little
would agree that opportunity to develop oral language to
questioning is a elaborate on ideas or develop critical content.
critical part of
classroom inter‐
actions. It is not
surprising then
that over half of
the interaction
between stu‐
dents and teachers involves asking and an‐
swering questions.
• 75% of the questions teachers
ask are recall, of a factual or
literal nature
• 50%+ of the questions in basal
Students in this type of classroom may spend
readers are recall questions large amounts of time filling in blanks on
• Teachers ask an average of 70 worksheets. The subtle message is sent that
factual or literal ques‐ facts and dates are more important that cre‐
tions in a 30‐minute ating large schematic understandings.
lesson Questions should be used purposefully in a
classroom to meet well‐defined goals. Well‐
crafted questions yield information for teach‐
Why would so many of our questions be basic ers as they check for understanding and en‐
recall or knowledge questions? Many teach‐ courage students to make connections with
ers feel it is easier to work with small bits of content and to formulate questions on their
information as opposed to the large ideas in own.
our curriculum.
Consider, however, the student who under‐ Research shows that teachers who are
stands the complex political climate that led
more skillful at questioning are able to
up to World War II and the relationships be‐
tween events that precipitated the war. This
solicit the most information from stu‐
student may be able to answer complex, dents and are able to engage students
open‐ended questions but fail to identify the in critical and creative thinking levels.
exact date the war began. Students in a class
8
Bloom’s taxonomy
is one of the most effective frameworks for ques‐
tioning strategies. In his book, Taxonomy of Educational Objectives, References
Bloom (1984), revised by Ander‐
son, outlines six operations: Clear Learning Targets
Clark County School District‐
Assessments & Accountability
Knowledge/Remembering and Educational Testing Ser‐
vices (ETS). (2007). Using Qual‐
ity Assessments to Target In‐
Comprehension/Understanding struction.
Duncan, A., Kryza, K., & Stephens,
Application/Applying S. J. (2007). Inspiring Middle and
Secondary Learners: Honoring
Analysis/Analyzing Differences and Creating Com‐
munity Through Differentiating
Synthesis/Evaluating Instructional Practices. Thou‐
sand Oaks, CA: Corwin Press.
Evaluation/Creating Formative Assessment Workshop.
(n.d.). Retrieved September 26,
2009, from http://
www.slideshare.net/
(see Bloom’s Taxonomy elliottsfourthgrade/formative‐
assessment‐workshop‐
chart on page 10) presentation
Stiggins, R. , Arter, J., Chappuis, J.,
& Chappuis, S. (2006). Class‐
room Assessment for Student
The chart can further be broken down into three tiers. Learning: Doing It Right, Using It
Well. Princeton, New Jersey:
The first tier, knowledge and comprehension, are considered Educational Testing Services.
lower‐level thinking and involve recall of knowledge. Wiggins, G. & McTighe, J. (2005).
Understanding by Design. Asso‐
The second tier contains application and analysis and asks stu‐ ciation for Supervision & Cur‐
dents to begin to process data and integrate new knowledge riculum Development: Alexan‐
dria, VA.
with previous experiences.
The third and highest tier involves synthesis and evaluation, the
highest level of mental operation. Questions in this tier re‐ Questioning Strategies
quire students to utilize more abstract thinking and evaluate Cecil, N. L. (1995). The Art of In‐
quiry: Questioning Strategies for
data in a new situation or predict future events. Students are K‐6 Classrooms. Winnipeg:
encouraged to think creatively and propose new solutions to Peguis Publishers, Limited.
problems or tasks. Hargett, V. (2006). The New Tax‐
onomies: Moving from the
Knowledge Age to the Concep‐
tual Age.
Part of the art of questioning is determining the appropriate time to use
higher‐level questions. Introductory lessons or lessons on background
knowledge may not present the best time to ask higher level questions.
The students must have some type of background knowledge with which
to work. Once that basis is established, synthesis and evaluation of ma‐
terial is critical to help our students foster their natural curiosity and won‐
der about the world.
9
Bloom’s Taxonomy
10
Spotlight on Teaching
Teachers around the district are using Web 2.0 tools to create online spaces for students to collaborate
and/or as a site for communicating with parents and students. This month, we highlight four teachers
who are using 21st century tools to expand the classroom environment via the web.
I use my Webs.com pages to create an en‐
Rachael Moyer, Hickory High tire site for my sophomore English class. I
http://www.moyerteachenglish.webs.com like this web resource because I can have a
welcome page, a blog, a discussion board,
a calendar, and a wiki all in one place with
one address. I use the daily blog to provide
the day’s events for students who were
absent, for students who need a little re‐
minder, and for parents who want to know
what their children are doing each
day. The calendar is useful to announce
due dates, the wiki is a useful tool for a col‐
laborative space, and the discussion board
is great for open‐ended discussion ques‐
tions. Additionally, I’ve linked this site to
my Twitter account so that both students
and parents can receive updates about the
class. I unveiled this site to my students/
parents at this month’s PTA open‐house,
and they all seemed pleased. Even the
parents have requested membership.
Wiki ‐ Wiki ‐ Wak!!! Amanda Davidson, Northview Middle
Instead of using a typical webpage this http://davidsonmath.pbworks.com
year, I decided to create a wiki. The
response I receive from most students and
parents are "wiki ‐ what?" However, once they
have visited the page, they realize it's more
interactive than a typical webpage. I use the
wiki to post homework assignments for the
week as well as general information about the
class.
The BEST part about the wiki is that students
can post questions and comments about the
class! Students have logged into the wiki and
posted a question about a particular home‐
work assignment / problem, and that forum
leaves it open for either another student or
myself to answer that particular question.
Aimee Sigmon and I did a workshop with the
teachers at Northview Middle School on how to create a wiki, and they have some AWESOME wiki pages.
Students post assignments on the wiki, respond to homework assignments, post questions, etc. This tool
truly gives stu‐
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Josh Cornwell, Catawba Valley High
http://www.cornwellsclass.com
My class website was created by inte‐
grating several blogs and embedding
Google Documents. The primary blog
includes the PowerPoint presentations
for each day as well as links to re‐
sources, assignments, and the class syl‐
labus. The secondary blog handles stu‐
dent inquiries, which are sent immedi‐
ately sent to my cell phone. With this
feature, I am able to answer student
questions outside of school without pro‐
viding my students with my personal
phone number or email address. The
site is a great resource for students who
have missed class and need to catch up,
and it also saves me quite a bit of time
because it eliminates the need to dig for
old copies of assignments from weeks
ago.
Bonnie Jarrell, Longview Elementary
http://www.jarrell1hps.ning.com
I use this tool to communicate
with parents on a regular basis,
instead of weekly or monthly. I
am able to convey what is hap‐
pening in my classroom visually.
Parents are able to get a glimpse
of what is happening everyday in
the classroom through the use of
pictures, and discussions. They
are also able to chat or blog with
me about topics discussed or
their child. I update homework
assignments, topics, and upcom‐
ing events. Parental involvement
seems to be impacted by this tool
because I am able to communi‐
cate on a more immediate basis.
Parents feel more connected with what is happening in the classroom and with their child. The students enjoy this tool as well be‐
cause they are able view their work. They feel a great sense of accomplishment when they see their photo or work displayed.
Through this device I am exposing them to technology that they may not have access to at home. Some students have even chatted
with their parents during the school day!
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Blogs, and Nings, and Wikis, oh my!
These teachers have agreed to share their online spaces with you and have agreed to serve as resources if you are interested
in creating your own collaborative work space. Thank you to all teachers who responded to the Collaboration and Communi‐
cation survey Donna Murray sent last week.
**To view some of these collaborative spaces, you may have to request access from the site administrator.
Blogs
Josh Cornwell (CVHS) http://www.cornwellsclass.com
Wikis
Gena Barnhardt (HHS) http://hhsbiology.wikispaces.com
Amanda Davidson (NVW) http://davidsonmath.pbworks.com
Ellen Douglas (SOW) http://southwestmedia.pbworks.com/Third‐Grade‐Homes‐Around‐the‐World
Lisa Edwards (HHS) http://hhsphysicsb.wikispaces.com
Anne Evans (NVW) http://evanslearning.pbworks.com
Nan Freeman (GDV) http://grandvieweaglesorchestra.pbworks.com
Carie Kahn (NVW) http://mrskahnmath.pbworks.com
Sally Ross (NVW/HHS) http://hawksorchestra.pbworks.com
Aimee Sigmon http://siggylearning.pbworks.com
Jo Seese (NVW) http://msseese8ss.pbworks.com
Tom Triplett (NVW) http://mrtscoolzone.pbworks.com
Carolyn Vibbert (SOW) http://southwestmedia.pbworks.com
David Wortman (NVW) http://nvwband.pbworks.com
Nings
Trudi Adams‐Wiggan (HHS) http://www.english3‐hps.ning.com
Bonnie Jarrell (LGV) http://www.jarrell1hps.ning.com
Melissa McKinnon (GDV) http://www.mrsmckinnon.ning.com
Susan Robertson (HHS) http://hhscivics.ning.com
Sarah White (HHS) http://whitehhsespanol.ning.com
Other Collaborative Resources
Rebecca Little (VMT) http://www.mrslittlespage.com
Rachael Moyer (HHS) http://www.moyerteachenglish.webs.com
For additional information on blogs, wikis, Ning networks, and other web 2.0 tools, check out
these videos/sites:
Blogs in Plain English: http://www.youtube.com/watch?v=NN2I1pWXjXI
Wikis in Plain English: http://www.youtube.com/watch?v=‐dnL00TdmLY
Ning: http://about.ning.com/product.php
Blogs and Wikis in Education: http://hpsnavigate.pbworks.com/Blogs‐and‐Wikis
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Upcoming Events
10/1 District‐Wide National Board Support Session #1
3:15 – 3:45 and 3:45‐4:15 @ HHS
10/2 LGV– Tech Training
Planning Time @ LGV
10/5 HHS–The Power of Formative Assessment Session #2
2:45‐3:45 @ HHS
10/8 HHS‐ The Power of Formative Assessment Session #2—Make‐up session
Planning Periods @ HHS
10/9 K‐12 Science Vertical Alignment Session
1:00‐3:30 @ GDV Media Center
10/9 District Goals and Mastery Learning
(District‐wide for those not involved with Vertical Alignment)
1:00‐3:30
NVW, JNK, VMT @ Northview Auditorium
GDV, LGV, SOW, OAK @ Grandview Auditorium
HHS, CVHS @ HHS Media Center
10/12 GDV– Adolescent Literacy and Vocabulary Strategies Session #2
3:15 – 4:00 GDV
10/12 GDV– Adolescent Literacy
LOL!
and Vocabulary Strategies Session
#2—Make‐up session
Planning Periods GDV
10/19 JNK—Essential Questions
Training
3:30‐4:30 @ JNK
10/19 VMT– Tech Training
After school @ VMT
10/21 VMT– Tech Training
After school @ VMT
10/22 OAK– Tech Training
After school @ OAK
10/28 Kindergarten Grade Level
Meeting
3:30‐4:30 @ HPS Annex
Instructional Support Team
Jennifer Griffin
Curriculum Specialist
Heather Mullins
Curriculum Specialist
Donna Murray
Instructional Technology Specialist
Donna
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