Module 1: Asking Questions and Defining Problems: An Overview
This module assumes you know and can do the following: (click to open drop-down)
Competency
iNACOL Competency 1A: Shift from teacher-led instruction to student-centered learning for the purposes of meeting individual needs and fostering engagement and motivation.
Learning Outcomes
I can identify the elements of “Asking Questions and Defining Problems” for my grade level.
I can describe why “Asking Questions and Defining Problems” is important for ALL students.
I can recognize evidence of students engaging in the practice.
I can describe how “Asking Questions and Defining Problems” relates to other Science & Engineering Practices.
What I will DO in this module:
Explore the “Asking Questions and Defining Problems” Practice.
Make connections between “Asking Questions and Defining Problems” and other Science and Engineering Practices.
LEARNING PATHWAY
Start with the pre-assessment (below) to determine your path.
Use the Module Slide Deck in the Module Resources below to begin your learning pathway.
The learning tasks below are in a similar order to the order of the Module Slide Deck, and slide numbers are often referenced for your convenience.
Pre- Assessment Part 1 Asking Questions and Defining - An Overview.pdfLAUNCH
THINK ABOUT
Identifying Learning Outcomes for Students
Identifying Learning Outcomes for Students
“Scientific questions can arise in a variety of ways…are distinguished from other types of questions in that the answers lie in explanations supported by empirical evidence, including evidence gathered by others or through investigation.”
What the practice looks like at each grade band scales in complexity as students develop and refine their skills in this area.
Review the appropriate grade-band for Asking Questions and Defining Problems (pages 4-5) of Appendix F: Science & Engineering Practices.
THINK ABOUT
Keep Equity at the Center
Keep Equity at the Center
Read through the following question prompts. Select one you want to keep in the forefront of your attention throughout this module.
How will you ensure ALL students are engaging in the practice? How will you know if students are or are not engaging in the practice?
How will you ensure student interest and identity are being incorporated into the lesson?
In what ways will you demonstrate in the lesson an affirming attitude for all students?
In what ways will you understand you own cultural identities and its implications for your practice?
How will you develop constructive ways of centering my students’ lived experiences and sustaining their community practices?
How will you demonstrate appreciation of multiple and diverse perspectives throughout the lesson?
How will you demonstrate your commitment to getting to know your students authentically?
DO
Stop and Jot:
Stop and Jot:
Identify and write down one or more elements (bullet points) related to Asking Questions and Defining Problems for your grade level that are currently challenging for your students.
Keep these in mind as you continue to engage with the following resources.
LEARN
DO
The Importance of Asking Questions and Defining Problems
The Importance of Asking Questions and Defining Problems
Watch the Asking Questions and Defining Problems video.
Consider: Why is Asking Questions and Defining Problems an important skill for ALL students?
DO
The Importance of Asking Questions & Defining Problems
The Importance of Asking Questions & Defining Problems
Read pages 87 & 88 from Chapter 5 in Helping Students Make Sense of the World Using Next Generations Science and Engineering Practices.
THINK ABOUT
Stop and Jot
Stop and Jot
On your reflection document, take a moment to record your initial ideas about key ideas for students when they engage in the practice of asking questions and defining problems.
EXPLORE
SEP Planning Cards
SEP Planning Cards
Review the following SEP Cards and related teacher resources to give focus on what Asking Questions and Defining Problems looks like for your grade band - these do not include any new elements, they are just organized in a different way.
K-2, MAY DO: explore the related Teacher resources
3-5, MAY DO: explore the related Teacher resources
6-8, MAY DO: explore the related Teacher resources
9-12, MAY DO: explore the related Teacher resources
THINK ABOUT
Stop and Jot
Stop and Jot
Jot down ideas and/or resources you have seen so far that may help with the elements you identified as challenging in the launch section.
DO/RECORD
Read A Case Study
Read A Case Study
Looking into a classroom is another way to gain ideas, understanding, and inspiration to help students engage with this practice.
Read one of the case studies appropriate for your grade level and identify how students are engaging with the elements from the grade band. Cite specific evidence, tying it to the elements (bullet points) we have been referencing previously - you may want to refer to either the appropriate planning card for your grade band or Appendix F as you read.
EQUITY PROMPT: Did ALL students engage in the practice? How do you know? If not, what might be done differently to ensure all students engaged in asking questions?
DO
Connecting to other practices:
Connecting to other practices:
Read pages 102-105 in Helping Students….
Note:
The connection to other practices.
The importance of scaffolding questioning.
Consider:
How can questioning be used to revise models and/or move the investigation forward?
How can questioning show student progress?
How does what you read connect to the case studies you explored and/or your own teaching experience?
THINK ABOUT
Stop and Jot
Stop and Jot
Jot down connections to other practices and other strategies you read about that will help students engage with the practice of asking questions and defining problems.
REFLECT
COLLABORATE
Share your implementation data with a grade-level and/or content area team or PLC/CTT.
Discuss:
What do these data say?
How will these data impact instruction in the future?
What went well?
What challenges did you and/or your students encounter?
How might you address those challenges in the future?
REFLECT
Based on your new learning, what new solutions do you have in mind? Select one of the strategies you explored and incorporate it into an upcoming unit.
Looking back at your self-assessment. How does your new solution support your movement to the next level?
MODULE RESOURCES
Asking Questions and Defining - An OverviewPre- Assessment Part 1 Asking Questions and Defining - An Overview.pdf
HelpingStudentsMakeSenseoftheWorld Chapter 5.pdfAsking Questions Scenario 1 (1).pdfGrK.2 AQDP cards.pdf
K-2 Asking Questions and Defining Problems ResourcesGr3.5 AQDP cards.pdf3-5 Asking Questions and Defining Problems ResourcesGr6.8 AQDP cards.pdfResources for Asking Questions and Defining ProblemsGr9.12 AQDP cards.pdfResources for Asking Questions and Defining ProblemsCHECKPOINT
Checkpoints include self-assessments, quick checks, peer feedback opportunities, etc. This is a way for you to determine if you are ready to move to the next module and/or if you would like to go deeper or return to previous modules for additional learning or practice.
Self Check
Why is asking questions and defining problems essential to students engaging with the NGSS?
What do students do when they ask questions and define problems?
How does Asking Questions and Defining Problems connect to other Science and Engineering Practices?
CELEBRATION OF LEARNING
Share what you learned with another grade level or content area team OR tweet (#IAScienceChat @MBAEA) out the importance of student questioning.
