how we use compelling questions to drive inquiry- based learning in the english and arabic language...
TRANSCRIPT
Universal American School, Dubai
How we use compelling questions to drive inquiry-based learning in the
English and Arabic language classrooms at middle and high school stages
Topic and Introduction
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Introductions Structure of the workshop The Universal American School What is concept Based curriculum? Curriculum Terminology/ jargon DSIB Indicators for Teaching and Learning…
Higher order thinking skills/critical thinking skills…
Overview and Introductions..
The Structure of Knowledge
3.
2.
The student understands that…____________________________________________________
1.
© 2010 H. Lynn Erickson
The Structure of Knowledge
•Relationships • Emotions • Behaviors
The student understands that...strong emotions can alter the dynamics of a relationship.
Romeo and Juliet 1
2
3
© 2010 H. Lynn Erickson
Guiding /Compelling QuestionsQuestions that promote inquiry based learning…
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Types of Compelling/Guiding Questions
Factual Provocative/Debatable Conceptual
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to ensure the foundation of knowledge is in place.
provides the evidence for explaining understanding.
Factual Questions
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Provocative questions provoke debates and thinking.
There are no right or wrong answers Two to four provocative questions
“inch deep mile wide” versus in-depth exploration
Provocative Questions
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challenge students’ thinking beyond the facts.
reflect an understanding that is transferable basically your generalization/BIG IDEA in a
question form!
* How does this transpire in an English classroom?
Conceptual Questions
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Compelling questions stem from a four part preliminary process: Content Core Standards Age/Developmentally Appropriate Concepts/Conceptual Lens
Conceptual Based English Curriculum
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CENTRAL IDEAConflict and tension expressed through poetry.
ENDURING UNDERSTANDING
ESSENTIAL PROCESSES
Understanding that poetry can give a voice to those who don't feel that they have one
Understanding that language can convey an intended meaning to the audience
Understanding that imbalances in power can lead to conflict
Deconstructing texts Research Analysis of diction Analysis of poetic devices Justification of ideas Selection of information Reflective thinking Construction of texts
Example:Grade 8 Poetry Unit
SUBJECT: _____ _English__________ YEAR LEVEL: ____8____ CONCEPT: ____Conflict_ ____
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What are the stylistic features found in poetry?
What is the difference between verse and prose?
COMPELLING QUESTIONS:Factual
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Is poetry necessary in today’s society? Can poetry make a difference?
COMPELLING QUESTIONS:Debatable/Provocative
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How can language convey meaning?
How can an imbalance in power lead to conflict?
COMPELLING QUESTIONSConceptual
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Lead us towards text
Inspire assessments
Compelling Questions
AFL levels in the secondary school:Beginners, Pre-intermediate, Intermediate,Upper-intermediate and Advanced.
: القسم يضمها التي المستوياتما مستوى المتوسط، المستوى المتوسط، قبل ما مستوى المبتدئ، المستوى
. المتقدم المستوى المتقدم، قبل
Some concepts we are focusing on: Responsibility, culture, connections, services, food and health, identity and choices.
المنهج ضمن للدرس المطروحة المفاهيم :منوالخيارات الهوية والصحة، الطعام الخدمات، التواصل، الثقافة، .المسؤولية،
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Arabic conceptual curriculum in the secondary department
العربية اللغة قسم) أجنبية) كلغة العربية اللغة تعلyم
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Unit title: City life and services. Conceptual lens: Services Sub-concepts: City life (discipline), Transportation,
Services, Shopping. : المتوسط للمستوى الوحدة تصميم من نموذج
: والخدمات المدينة حياة الوحدة عنوان : الخدمات األساسي المفهوم
) ( : / المواصالت، ، النظام المدينة حياة اإلضافية المساندة المفاهيم . التسوق الخدمات،
Sample of a unit design/ Intermediate level
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City life: A. Where do you live?/ Factual. B. Are cities crowded/Conceptual. C. Does discipline help city life to run smoothly? Discuss./Provocative. / / : مزدحمة؟ المدن هل حقائقي تعيش؟ أين المدينة حياة
على المدينة في النظام يساعد هل المفهوم تعزيز /. تحفيزي ناقش المدينة؟ في الحياة تسهيل
Compelling Questions
Universal American School, Dubai
Transportation: A. How do you come to school?/ Factual. B. What are different types of transportation means?/Factual. C. What can you use in Dubai?/ Conceptual D. Beside the many benefits of transportation, how does it affect environment? Give solutions./ Provocative. / تراها: التي المواصالت أنواع عدد حقائقي المدرسة؟ �اإلى يومي تأتي كيف المواصالت
/ . حقائقي حولك من / المفهوم تعزيز دبي؟ في تستخدمها التي المواصالت وسائل ما
. من حلوال وأعط ذلك ناقش البيئة في �ا سلب تؤثر أنها إال المواصالت، وسائل فوائد رغمتحفيزي./ عندك
Compelling questions
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Shopping: A. How often do you go shopping?/ Factual. B. Which market do you go to?/ Factual. C. Do you prefer bargaining? Why? / Provocative. D. How can we economize in shopping? Give examples./ Conceptual.
/ / : تذهب؟ األسواق أي إلى حقائقي الشهر؟ في للتسوق تذهب مرة كم التسوقحقائقي
/ تحفيزي لماذا؟ التسوق؟ عند المساومة تفضل هل . / المفهوم تعزيز أمثلة أعط التسوق؟ أثناء نقتصد كيف
Compelling Questions
Universal American School, Dubai
Services: A. What are services we need in a city?/ Factual.
B. Are these services easy to get?/ Conceptual. C. Compare services and facilities between Dubai and another city/ your home country. /Provocative.
/ حقائقي: المدينة؟ في نحتاجها التي الخدمات ما الخدماتقارن المفهوم تعزيز الخدمات؟ هذه على الحصول السهل من هل
/. /. تحفيزي مثال مدينتك أخرى ومدينة دبي في والتسهيالت الخدمات بين
Compelling questions
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Assessments should include questions which reflect deep conceptual understanding.
Assessments should address the three critical unit components: Understanding, Knowledge, Factual.
Assessments should address the most important generalization( Key understanding) for the unit.
. للمفهوم العميق الفهم تعكس أسئلة التقييمات تضم أن يجب). ( : الحقيقة المعرفة، الفهم، الوحدة في الناقد التفكير مكونات تعالج أن يجب التقييمات
. الوحدة في العمومية القواعد تعالج أن يجب التقييمات
Assessments التقييمات
Universal American School, Dubai
Erickson, L., (2010) Stirring the Head, Heart and Soul with the concept based curriculum.
Contact e-mails: [email protected]
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References