Social Studies
Teacher Leadership Network
October 28, 2014
www.kvecsstln.weebly.com
Facilitators
 Carole Mullins, Instructional Specialist, KDE/KVEC
 Linda Holbrook, Literacy Consultant, KDE
 Jennifer Carroll, PGES Consultant, KDE/KVEC
 Mary McCloud, Literacy Consultant, KVEC
 Dionne Bates, Achievement Gap Consultant, KVEC
 Melissa Ferrell, Exceptional Children Consultant, KDE
 Paul Green, ARC and KVEC/ARI Consultant
GUEST PRESENTERS:
 Kadi Ralston, Instructional Specialist, KDE/GRREC
 Teresa Emmert, Instructional Specialist, KDE/GRREC
 Question Formulation Technique– I practice then I do
 Connecting Highly Effective Teaching with Questioning
 Assessment Literacy and Student Learning
 Yielding Defensible Evidence around Inquiry Standards
 Identifying Capacities Required to Implement Standards
“Willing to Be Disturbed”
Quotation Mingle
After reading the article, take a quote from the envelope on
your table. With someone from a different table,
discuss quotes and the two questions below:
 When do you feel most uncomfortable professionally?
 What in the article made you feel better about being
disturbed?
Journal Reflection:
What is the overall takeaway
message from this article?
Highly Effective Teaching and Learning
Creating Compelling and Supporting Questions
Domain 3: Instruction
3b – Questioning & Discussion Techniques
Making Comparisons
 Read the summary AND the descriptors for both the
Accomplished and Exemplary category.
 Summarize the difference between them.
 With a discussion partner, share your summarizations.
 Synthesize into a superior summarization at your
tables and write it in your journal.
Instructional Strategy: FSLC (Formulate, Share, Listen, Create)
Critical Attributes
 In addition to the characteristics of accomplished:
 Students initiate higher-order questions.
 Students extend the discussion, enriching it.
 Students invite comments from their classmates
during discussion.
Consider this…
The teacher is usually the person who asks
the questions during a discussion. In a
longitudinal study of elementary and
secondary school classes, Dillon (1990) found
that each student asks only one question(s)
per month on average. Teachers must take
deliberate steps to get their students to ask
questions.
Students' Questions as a Catalyst for:
Deeper Learning, Joy in Teaching
and a Healthier Democracy
The Right
Question Institute
www.rightquestion.org
The Big Idea
Students are more successful
when they learn to ask their
own questions.
Relevance to New Demands

Inquiry and Rigor
Ky’s Framework for Teaching
 KCAS for Social Studies
 KCAS for Science

Experiencing the Question
Formulation TechniqueTM (QFT)
Components of the Question
Formulation TechniqueTM
 A Question Focus (Q-Focus)
 Rules for Producing Questions
 Producing Questions
 Categorizing Questions-Open/Closed
 Prioritizing Questions
 Next Steps
 Reflection
Rules for Producing Questions
 Ask as many questions as you can.
 Do not stop to answer, judge, or discuss.
 Write down every question exactly as it
was stated.
 Change any statements into questions.
Question Focus (Q-Focus)
 A Question Focus IS a simple statement, a
visual or aural aid to help students generate
questions
Created from curriculum content
Brief
Stimulates a new line of thinking
A Q-Focus is NOT
A question
Question Focus
Some students are not
asking questions in my
classroom.
Producing Questions – 4 min.
Some students are not
asking questions in my
classroom.
1. Ask Questions
2. Follow the Rules
3. Number the Questions
Categorizing Questions:
Closed/Open
Definitions:
Closed-ended questions can be answered with
a “yes” or “no” or with a one-word answer.
Open-ended questions require
more explanation.
Directions: Identify your questions as closedended or open-ended by marking them with a
“C” or an “O”.
Change Closed to Open -Ended
Questions (Divergent Thinking)
Directions: Take one closed-ended
question and change it into an openended question
Change Open to Closed -Ended
Questions (Convergent Thinking)
Directions: Take one open-ended
question and change it into an closedended question
Prioritizing Questions
 Review your list of questions
 Choose the three questions you consider
most important
 While prioritizing, think about your Q-Focus:
Some students are not asking
questions in my classroom.
REFLECTION
Why did you choose those three questions as
the most important?
Where are your priority questions in the
sequence of your entire list of questions?
Which questions at your table are the most
likely candidates for compelling questions?
Supporting questions?
Classroom Example:
Elementary School
Teacher: Mitch Mosbey, Noblesville,
IN
Grade: First grade
Purpose: Prepare for a unit that talks
about rules and responsibilities as
well as introduce the 7 Habits of
Highly Effective Kids.
Example Source:
http://www.primarytechteaching.com/blog/question-formulation-technique-with-primary-grades
Question Focus
Image source:
http://www.primarytechteaching.com/blog/question-formulation-technique-with-primary-grades
Student Questions
Priority Questions:
 What do leaders create?
 What do they change?
 What do leaders create to
make change?
Image source:
http://www.primarytechteaching.com/blog/question
-formulation-technique-with-primary-grades
Classroom Example:
Middle School
Teacher: Megan Harvell, Boston, MA
Topic: American History –The Civil War
Purpose: Pre-reading activity to engage
students
Question Focus
Student Questions
1. Why are they fighting?
2. Are they fighting?
3. Are they part of the government?
4. Where were they?
5. Who are they?
6. Were they signing anything?
7. Who else was there?
8. Why are you hitting him?
9. Why didn’t they call 911?
10.Was this related to slavery?
11.Why is he hitting him with a bat?
12. Why are you taking a pen?
13. Why are they in court?
14. Who hit who first?
15.Who died?
16.Why are they smiling?
The Discovery of Rigor:
Three Thinking Abilities
in One Process
Divergent
Convergent
Metacognitive
Thinking in many different
directions: Moving from CLOSED to
OPEN QUESTIONS
DIVERGENT
THINKING
Narrowing Down, Focusing
Moving from OPEN to CLOSED
CONVERGENT
THINKING
Thinking about Thinking
METACOGNITIVE
THINKING:
“Why did
you pick those as
your priority
questions?”
Connections
Connecting Question Formulation
Technique to the Inquiry Practices
Questioning: Developing Compelling
and Supporting Questions
1. Why are they fighting?
11.
2. Are they fighting?
12.
Why are they in court?
3. Are they part of the
government?
13.
Who hit who first?
15.
Who died?
4. Where were they?
5. Who are they?
6. Were they signing anything?
7. Who else was there?
8. Why are you hitting him?
9. Why didn’t they call 911?
10. Was this related to slavery?
11. Why is he hitting him with a
bat?
16.
Why are you taking a pen?
Why are they smiling?
Sample Compelling Questions
 What is the significance of the pen and paper in
Butler’s hand?
 What about Sumner’s speech was so insulting to the
slave owning class that Senator Butler represented?
 How did the various political factions respond to the
event?
 What were the motivations for these responses and
what implications did the choices of these political
factions have for the viability of the Union?
Inquiry Practice and QFT Connections
How and when
would QFT be
appropriate in other
places within the
inquiry cycle?
(1-1-1 Strategy)
Engaging in Disciplinary Thinking
“Working with a robust compelling
question and a set of discrete
supporting questions, teachers and
students determine the kind of
content they need in order to develop
their inquiries.” C3 p17
Questions and Inquiry
 Compelling question
 Supporting questions
The Research Confirms the Importance
of Student Questioning
Self-Questioning (metacognitive strategy):
 Students formulating their own questions proved to be one
of the most effective metacognitive strategies
 Engaging in pre-lesson self-questioning improved students
rate of learning by nearly 50% (Hattie, p.193)
Visible Learning: A Synthesis of Over 800 meta-Analyses Relating to
Achievement by John Hattie. 1st Edition, December 26, 2008.
Reflection
 What did you learn?
 How did you learn it?
 What do you understand differently now
about asking questions?
Connection: Framework for Teaching
Highly Effective Teaching and Learning
FfT 3B - Possible examples
Ineffective
Developing
 All questions are of the
“recitation” type such as
“What is 3 x 4?”
 Many questions are of the
“recitation” type, such as “How
many members of the House of
Representatives are there?”
 The teacher asks a
question for which the
answer is on the board;
students respond by
reading it.
 The teacher asks: “Who has an idea
about this?” but only the usual three
students offer comments.
 The teacher calls only
upon students who have
their hands up.
 The teacher asks: “Michael can you
comment on Mary’s idea?” but
Michael does not respond or makes
a comment directly to the teacher.
Possible examples
Accomplished
Exemplary
 The teacher asks: “What might have
 A student asks, “How
many ways are there to
happened if the colonists had not prevailed
get this answer?”
in the American war for independence?”
 The teacher uses the plural form in asking
questions, such as “What are some things
you think might contribute to . . .?”
 The teacher asks; “Michael, can you
comment on Mary’s idea?” and Michael
responds directly to Mary.
 A student says to a
classmate: “I don’t think
I agree with you on this,
because . . .”
 A student asks of other
students: “Does anyone
have another idea how
we might figure this
out?”
 After posing a question and asking each of
 A student asks, “What if
the students to write a brief response and
. . .?”
then share it with a partner, the teacher
invites a few to offer their ideas to the entire
class.
Scenario Activity
 Find the “Can You Identify the Correct Level of
Performance” in today’s packet.
 Read the scenarios (numbered 1-8) and on your
answer sheet jot down where you think it falls on the
continuum.
 When all are ready, discuss as a table your findings.
Use the FfT and scenarios for evidence.
Other Framework for Teaching Connections
Domain 1
Planning & Preparation
A.
B.
C.
D.
E.
F.
Demonstrating Knowledge of Content and
Pedagogy
i.
Knowledge of Content and the
Structure of the Discipline
ii.
Knowledge of Prerequisite
Relationships
iii.
Knowledge of Content-Related
Pedagogy
Demonstrating Knowledge of Students
i.
Knowledge of Child and Adolescent
Development
ii.
Knowledge of the Learning Process
iii.
Knowledge of Students’ Skills,
Knowledge, and Language Proficiency
iv.
Knowledge of Students’ Interests and
Cultural Heritage
v.
Knowledge of Students’ Special Needs
Selecting Instructional Outcomes
i.
Value, Sequence, and Alignment
ii.
Clarity
iii.
Balance
iv.
Suitability for Diverse Learners
Demonstrating Knowledge of Resources
i.
Resources for Classroom Use
ii.
Resources to Extend Content
Knowledge and Pedagogy
iii.
Resources for Students
Designing Coherent Instruction
i.
Learning Activities
ii.
Instructional Materials and Resources
iii.
Instructional Groups
iv.
Lesson and Unit Structure
Designing Student Assessment
i.
Congruence with Instructional
Outcomes
ii.
Criteria and Standards
iii.
Design of Formative Assessments
iv.
Use for Planning
Domain 2
Classroom Environment
A.
B.
C.
D.
E.
Creating an Environment of Respect and
Rapport
i.
Teacher Interaction with
Students
ii.
Student Interactions with
One Another
Establishing a Culture for Learning
i.
Importance of the Content
ii.
Expectations for Learning
and Achievement
iii.
Student Pride in Work
Managing Classroom Procedures
i.
Management of Instructional
Groups
ii.
Management of Transitions
iii.
Management of Materials
and Supplies
iv.
Performance of NonInstructional Duties
v.
Supervision of Volunteers
and Paraprofessionals
Managing Student Behavior
i.
Expectations
ii.
Monitoring of Student
Behavior
iii.
Response to Student
Misbehavior
Organizing Physical Space
i.
Safety and Accessibility
ii.
Arrangement of Furniture
and Use of Physical
Resources
Domain 3
Instruction
A.
B.
C.
D.
E.
Communicating with Students
i.
Expectations for Learning
ii.
Directions and Procedures
iii.
Explanation of Content
iv.
Use of Oral and Written Language
Using Questioning and Discussion Techniques
i.
Quality of Questions
ii.
Discussion Techniques
iii.
Student Participation
Engaging Students in Learning
i.
Activities and Assignments
ii.
Grouping of Students
iii.
Instructional Materials and Resources
iv.
Structure and Pacing
Using Assessment in Instruction
i.
Assessment Criteria
ii.
Monitoring of Student Learning
iii.
Feedback to Students
iv.
Student Self-Assessment and Monitoring
of Progress
Demonstrating Flexibility and Responsiveness
i.
Lesson Adjustment
ii.
Response to Students
iii.
Persistence
Domain 4
Professional Responsibilities
A.
Reflecting on Teaching
i.
Accuracy
ii.
Use in Future Teaching
B.
Maintaining Accurate Records
i.
Student Completion of Assignments
ii.
Student Progress in Learning
iii.
Non-Instructional Records
C.
Communicating with Families
i.
Information About the Instructional Program
ii.
Information About Individual Students
iii.
Engagement of Families in the Instructional Program
D.
Participating in a Professional Community
i.
Relationships with Colleagues
ii.
Involvement in a Culture of Professional Inquiry
iii.
Service to the School
iv.
Participation in School and District Projects
E.
Growing and Developing Professionally
i.
Enhancement of Content Knowledge and Pedagogical Skill
ii.
Receptivity to Feedback from Colleagues
iii.
Service to the Profession
F.
Demonstrating Professionalism
i.
Integrity and Ethical Conduct
ii.
Service to Students
iii.
Advocacy
iv.
Decision Making
Compliance with School and District Regulations
Experience a Social Studies Lesson
Using the Question Formulation
TechniqueTM (QFT)
Grades K-4:
Report to Breakout Session Room
LUNCH
12:15 – 1:00 p.m.
Preparing to Use the QFT
Please take a little more time and work on your plan for
incorporating QFT into an upcoming unit of study.
Defining Defensible Evidence:
Mastery of Questioning
 Defensible Evidence: examples from
instructional practice that can be
defended as mastery of a skill.
 Using today’s learning and resources,
brainstorm what is proficient level of
questioning?
 Can you affirm or revise the criteria
from the FfT?
 What evidence can you provide from
your classroom that students are
mastering the art of questioning?
Maximize Your Professional Learning
 Make Just One Change: Read Chapter 9: “A Memo to My Fellow
Teachers”
 Implement the QFT Process with your students (suggest to do this 2
times)
 Bring DEFENSIBLE EVIDENCE of EFFECTIVE STUDENT QUESTIONING to
the DECEMBER 2ND meeting. DEFENSIBLE EVIDENCE of
QUESTIONING MASTERY (narratives, pictures, video, student work, etc.)
 Reflect upon your QFT experience by making notes in your journal
about the lesson and student’s responses.
 December 2nd TLN Meeting: Grade Level Group Share-A-Thon
Assessment Literacy
*Comparing the current Assessment
CONCEPT DRAFT for Science to
FUTURE Social Studies Assessment
*Sharpen our understanding of formative
and summative assessment and its impact
on learning.
CASL-- Debrief







SAT
Thumbs up/thumbs
down
Classroom
Response System
(Clickers)
Final Exams
KCCT
An Essay
Science Journals








Football practice
Science experiment
Class discussion
Socratic seminar
Commercial online
skills assessment
Speech
ACT
Band
Tryouts/auditions
Effects of Formative Assessment
Research by Black and Wiliam shows
.4-.7 SD gains in student achievement.
This translates to:
25 Percentile Points on ITBS
70 SAT Score Points
4 ACT Score Points
2013 Average ACT score in KY 19.6
Research shows that the
key to student
achievement lies in
assessments administered
in the classroom.
Black & William
Research shows that
the key to student
achievement lies in
assessments
administered in the
classroom.
Black & William
The way a teacher designs
assessments and applies assessment
data (how a teacher assesses)…can
lead to substantial increases in
instructional effectiveness.
W. James Popham
These are the assessments that we conduct
throughout teaching and learning to
diagnose student needs, plan our next steps
in instruction, provide students with
feedback they can use to improve the
quality of their work, and help students see
and feel in control of their journey to
success.
Stiggins, et al
Formative Assessment
Shortcycle
Mediumcycle
Long-cycle
Typology of Kinds of Formative Assessment
Type
Focus
Length
Long-cycle
Across marking
periods, quarters,
semesters, years
4 weeks to 1 year
Medium-cycle
Within and between
instructional units
1 to 4 weeks
Short-cycle
Within and between
lessons
day-by-day
24-48 hours
minute-by-
5 seconds to 2 hours
minute







SAT
Thumbs up/thumbs
down
Classroom
Response System
(Clickers)
Final Exams
KCCT
An Essay
Science Journals








Football practice
Science experiment
Class discussion
Socratic seminar
Commercial online
skills assessment
Speech
ACT
Band
Tryouts/auditions
Partner #1– Document examples
of when students are learning.
Partner #2– Document
examples of when teacher is
assessing.
Create a non-linguistic representation that
represents your response to this prompt:
Share
your
lists
What is the
relationship
between when
students are
learning and a
teacher is
assessing?
What Are Your Learning Needs?
 Meet in grade level bands (K-1; 2-3; 4-5; 6-8; 9-10; 11-12)
 Using your completed PL Activity Template:
 Prioritize the top 5 PL needs in order
(1being the most important)
 Share with others in your grade band.
 As a grade band, determine your TOP 3 PL needs.
 Place these TOP 3 PL needs on the provided color
handout and submit to one of the facilitators.
Social Studies Standards:
Projected Timeline At A Glance…
 September 2014 Targeted Focus Groups
 October 2014 First Read KBE and compile feedback
 November 2014 Representative sub-group of standards writers
will meet to review Feedback and Refine Draft
 December 2014 Second Read
***DELAYED for more feedback***
 January 27, 2015 KVEC SSTLN Meeting Cancelled
 3 SUMMER DATES for Social Studies Network

Tentative
 2015-2016 Projected Implementation
REMEMBER: Maximize Your
Professional Learning
 Make Just One Change: Read Chapter 9: “A Memo to My Fellow
Teachers”
 Implement the QFT Process with your students (suggest to do this 2
times)
 Bring DEFENSIBLE EVIDENCE of EFFECTIVE STUDENT QUESTIONING to
the DECEMBER 2ND meeting. DEFENSIBLE EVIDENCE of
QUESTIONING MASTERY (narratives, pictures, video, student work, etc.)
 Reflect upon your QFT experience by making notes in your journal
about the lesson and student’s responses.
 December 2nd TLN Meeting: Grade Level Group Share-A-Thon
Remember…
Turn in your Evaluation
Get your certificate
Our next meeting is:
2, 2014