Topic and Introduction How we use compelling questions to drive inquirybased learning in the English and Arabic language classrooms at middle and high school stages Universal American School, Dubai Overview and Introductions.. 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… Universal American School, Dubai The Structure of Knowledge 3. The student understands that…________________________ ____________________________ 2. 1. © 2010 H. Lynn Erickson The Structure of Knowledge The student understands that...strong emotions can alter 3 the dynamics of a relationship. •Relationships • Emotions • Behaviors2 Romeo and Juliet © 2010 H. Lynn Erickson 1 Guiding /Compelling Questions Questions that promote inquiry based learning… Universal American School, Dubai Types of Compelling/Guiding Questions Factual Provocative/Debatable Conceptual Universal American School, Dubai Factual Questions to ensure the foundation of knowledge is in place. provides the evidence for explaining understanding. Universal American School, Dubai Provocative Questions 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 Universal American School, Dubai Conceptual Questions 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? Universal American School, Dubai Conceptual Based English Curriculum Compelling questions stem from a four part preliminary process: Content Core Standards Age/Developmentally Appropriate Concepts/Conceptual Lens Universal American School, Dubai Example: Grade 8 Poetry Unit SUBJECT: _____ _English__________ YEAR LEVEL: ____8____ CONCEPT: ____Conflict_ ____ CENTRAL IDEA Conflict and tension expressed through poetry. ENDURING UNDERSTANDING 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 Universal American School, Dubai ESSENTIAL PROCESSES Deconstructing texts Research Analysis of diction Analysis of poetic devices Justification of ideas Selection of information Reflective thinking Construction of texts COMPELLING QUESTIONS: Factual What are the stylistic features found in poetry? What is the difference between verse and prose? Universal American School, Dubai COMPELLING QUESTIONS: Debatable/Provocative Is poetry necessary in today’s society? Can poetry make a difference? Universal American School, Dubai COMPELLING QUESTIONS Conceptual How can language convey meaning? How can an imbalance in power lead to conflict? Universal American School, Dubai Compelling Questions Lead us towards text Inspire assessments Universal American School, Dubai Arabic conceptual curriculum in the secondary department قسم اللغة العربية )(تعلّم اللغة العربية كلغة أجنبية AFL levels in the secondary school: Beginners, Pre-intermediate, Intermediate, Upper-intermediate and Advanced. :المستويات التي يضمها القسم ، مستوى ما قبل المتقدم، المستوى المتوسط، مستوى ما قبل المتوسط،المستوى المبتدئ .المستوى المتقدم Some concepts we are focusing on: Responsibility, culture, connections, services, food and health, identity and choices. :من المفاهيم المطروحة للدرس ضمن المنهج . الهوية والخيارات، الطعام والصحة، الخدمات، التواصل، الثقافة،المسؤولية Universal American School, Dubai Sample of a unit design/ Intermediate level Unit title: City life and services. Conceptual lens: Services Sub-concepts: City life (discipline), Transportation, Services, Shopping. :نموذج من تصميم الوحدة للمستوى المتوسط حياة المدينة والخدمات:عنوان الوحدة الخدمات:المفهوم األساسي . التسوق، الخدمات، المواصالت،) حياة المدينة (النظام: اإلضافية/المفاهيم المساندة Universal American School, Dubai Compelling Questions City life: A. Where do you live?/ Factual. B. Are cities crowded/Conceptual. C. Does discipline help city life to run smoothly? Discuss./Provocative. تعزيز المفهوم/ حقائقي هل المدن مزدحمة؟/ أين تعيش؟:حياة المدينة تحفيزي/.هل يساعد النظام في المدينة على تسهيل الحياة في المدينة؟ ناقش Universal American School, Dubai Compelling questions 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. .عدد أنواع المواصالت التي تراها من حولك حقائقي/ كيف تأتي يوميًاإلى المدرسة؟:المواصالت حقائقي/ تعزيز المفهوم/ما وسائل المواصالت التي تستخدمها في دبي؟ تحفيزي/. ناقش ذلك وأعط حلوال من عندك. إال أنها تؤثر سلبًا في البيئة،رغم فوائد وسائل المواصالت Universal American School, Dubai Compelling Questions 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. حقائقي/إلى أي األسواق تذهب؟ Universal American School, Dubai حقائقي/ كم مرة تذهب للتسوق في الشهر؟:التسوق تحفيزي/هل تفضل المساومة عند التسوق؟ لماذا؟ . تعزيز المفهوم/كيف نقتصد أثناء التسوق؟ أعط أمثلة Compelling questions 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/ ما الخدمات التي نحتاجها في المدينة؟:الخدمات قارن بين الخدمات هل من السهل الحصول على هذه الخدمات؟ تعزيز المفهوم تحفيزي/. مدينتك مثال/.والتسهيالت في دبي ومدينة أخرى Universal American School, Dubai Assessments التقييمات 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. .يجب أن تضم التقييمات أسئلة تعكس الفهم العميق للمفهوم ). الحقيقة، المعرفة، ( الفهم:التقييمات يجب أن تعالج مكونات التفكير الناقد في الوحدة .التقييمات يجب أن تعالج القواعد العمومية في الوحدة Universal American School, Dubai References Erickson, L., (2010) Stirring the Head, Heart and Soul with the concept based curriculum. Contact e-mails: jschmidt@uasdubai.ae mjuma@uasdubai.ae ssunder@uasdubai.ae Universal American School, Dubai