 =student
document;  =directions;  =sample;  =article,  =website;  =poster |
Integrating
Research Projects with Focused
Writing Instruction article
by McMackin and Siegel
This article lays a good foundation for teachers looking to teach
students to use the research process.
Files: http://www.readingonline.org/articles/art_index.asp?HREF=
/articles/mcmackin/index.html |
Process
Steps
This note taking structure for students and teachers lists each
of the steps in the questioning process through the development
of a BIG question and three researchable questions.
Files: process.doc; High School: process_steps.doc |
Levels
of Questioning
How might this process look at different stages of student proficiency
and development? Here are some ideas and samples.
Files: levels.doc |
CDE
Content Standards
This website by the CDE lists all the California content standards
for every subject that is available.
Files: http://www.cde.ca.gov/be/st/ss/ |
KW
Chart
This Inspiration template is
a starting point for student to create
a KW chart as referenced in the McMackin
and Siegel article. Students can use
the rapid-fire feature of Inspiration
to show what they know about their topic
and what they want to know about it.
Files: KW_chart.isf ; maya_questions.isf |
BIG Question Poster
This poster outlines a sample definition
that can be used with students to
describe a BIG question. Once students
are familiar with BIG questions,
many teachers have students create
their own class definition.
Files: BIG_poster.doc |
Good
Questions
This poster has different definitions
to describe a BIG question. One sample
was generated by students at Napa's
River Charter School.
Files: good_questions.doc; High School: good_questions.doc |
Big
Questions or Not?
This activity helps students determine the different between
BIG questions and little questions. Using the definition of a
BIG question from the Good Questions sheet, students categorize
each sample question as a BIG question or a little question.
Students then explain why the question fits in that category
(maya sample) or they revise the question to a BIG question (cancer
sample).
Files: sample_questions_maya.doc ; sample_questions_cancer.doc |
Initial
Questions
This student sheet begins the
process of choosing and developing a
big question. Students begin with determining
what they are interested in learning
about, form those ideas into questions,
and develop one or two BIG questions
that fit the definition of a big question.
Files: initial_questions.doc |
Clarifying Conference
Poster
The clarifying conference structures
peer conferencing to help students
give each other useful feedback to
develop and refine their question.
This strategy takes explict teaching
for students to be able to use effectively.
This poster states the purpose of the
conference and the ground rules to
promote thoughtful conferences.
Files: clarifying_conf.doc |
Blooms
Taxonomy--Revised
This word document comes from the IUPUI
Center for Teaching and Learning. The
document includes verbs, model question
starters, and relevant instructional
strategies. This document was originally
found at the URL: http://www.center.iupui.edu/ctl/idd/docs/Bloom_revised021.doc.
Since it is no longer posted there,
we host a copy of the document.
Files: bloom_revised.doc
|
BIG
Question Machine
This student sheet
helps students evolve their
questions from an initial question
to a meaningful researchable
question. Students begin with
their initial question and
work with other students and
the Bloom's starters to create
a deeper question aligned with
the higher end of Bloom's taxonomy
(a "bloomed" question).
Files: High
School: Big_Question_machine.doc; BIG_question_machine.doc; maya_blooming.isf (Sample
of three "Bloomed" BIG
questions) |
Researchable
Questions
This student sheet helps students plan their research. First
students brainstorm what the need to learn about their BIG question.
Then narrow the scope to three researchable questions that will
help answer this BIG question. After determining key words from
each small question, student identify synonyms to those key words.
Finally, students anticipate problem words that might obstruct
their search. This sheet lays out a road map for planning the
student search.
Files: researchable_questions.doc |
Rules for Questioning Brainstom
These are the rules for questioning brainstorm for students. Use this with Inspiration software to promote inquiry.
Files: High School: RulesForQuestioning.doc |
David
Thornburg Inquiry Paper
This insightful paper by David Thornburg considers the role of
questioning in the learning process. Especially notable is the
questioning rubric that follows the article.
Files: thornburg_inquiry.pdf |
