Module 2: Asking Questions and Defining Problems: Implementation
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 which I want to elicit student evidence.
I can name high-leverage instructional strategies for “Asking Questions and Defining Problems”.
I can select an instructional strategy that aligns to an element of “Asking Questions and Defining Problems”.
I can plan for the implementation of the selected instructional strategy for my context.
I can collect and analyze implementation for the selected strategy.
What I will DO in this module:
Explore one or more questioning strategies and implementation tools.
Plan for the use of the selected questioning strategy.
Reflect on the implementation of the selected strategy.
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 Asking Questions and Defining - Implementation.pdfLAUNCH
THINK ABOUT
Determine the Learning Outcomes for Students
Determine the Learning Outcomes for Students
Review the appropriate grade-band for Asking Questions and Defining Problems (pages 4-5) of Appendix F: Science & Engineering Practices.
For which element are you trying to elicit student evidence?
THINK ABOUT
Your Learning Intention and/or Problem of Practice
Your Learning Intention and/or Problem of Practice
Determine what problem of practice you are trying to solve through your learning in this module.
Review “Strategies to Adapt Science Materials for Distance Learning” found on page 6 of Keep Teaching Science!.
Consider if there is a certain strategy with which you are struggling to incorporate student questioning.
AND/OR
Consider the example problems of practice below:
My students are not brainstorming enough questions.
My students are not coming up with the “testable” questions.
I am having difficulty utilizing this strategy in a face-to-face, hybrid, or remote learning setting.
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
Write down the SEP learning outcome(s) for your students, the problem of practice, and the equity question prompt you will focus on throughout this learning.
You can add it to this planning tool or use one of your own.
Keep these outcomes in mind and reflect on it as you complete this module.
LEARN
EXPLORE / THINK ABOUT
There are many high-leverage, culturally-relevant research-based instructional strategies to elicit evidence student questioning.
**Review the instructional strategies below. Choose one you want to learn about more deeply.
Instructional Strategies - Brief Descriptions
*Click on the link to jump to a slide with more information and resources about this strategy.
Incorporating Phenomena: By incorporating a phenomenon (natural and/or observable events) instruction can shift from “learning about” a science concept to “figuring out” how or why something happens.
Question Formulation Technique (QFT): This research-based strategy teaches students how to ask and prioritize questions to be explored.
Driving Question Board (DQB): This instructional strategy is used to support student-centered learning by facilitating the brainstorming and organizing of students' questions related to the standards being taught.
Notice-Connect-Wonder: This strategy helps student make observations, connect those observations to past experiences, and develop questions.
Additional Resources: Includes strategies from Science Practices Leadership and STEM Teaching Tools
Keep the following questions in mind:
How does this instructional strategy elicit evidence of Asking Questions and Defining Problems?
How does this instructional strategy address my problem of practice?
What might this instructional strategy look and sound like in my context?
EXPLORE
EXPLORE
Question Formulation Technique (QFT)
Question Formulation Technique (QFT)
Resources
What is the QFT? (article, videos, steps)
The Right Questions (article from Educational Leadership)
Using Question Formulation Technique to Guide Primary Source Learning
Teaching Channel - 5 Tips for Blending Question Formulation Technique with NGSS
EXPLORE
Driving Question Board
Driving Question Board
Resources
EXPLORE
Notice-Connect-Wonder
Notice-Connect-Wonder
Resources
Boosting Engagement with Notices and Wonders - Edutopia
Notice and Wonder Activity - Example from Iowa PBS
Notice and Wonder Walks - Protocol and example
EXPLORE
Additional Teacher Resources for Asking Questions
Additional Teacher Resources for Asking Questions
Instructional Leadership for Science Practices
STEM Teaching Tools - SEP Task Formats
EXPLORE
Consider the Learning Environment
Consider the Learning Environment
The implementation of an instructional strategy can look very different in varied learning environments.
Think about your current context.
Review this list of considerations to explore how the identified instructional strategies may be modified for face-to-face, hybrid, and remote learning.
Think about: how will the instructional strategy need to be modified to address the needs of your learning context?
EXPLORE
Consider the Learning Environment
Consider the Learning Environment
Read pages 6-12 and 24-25 of Keep Teaching Science!.
How do you see Asking Questions and Defining Problems in the strategies that were included?
How are they similar to and different from the other examples you explored?
Which strategies and/or considerations would be most beneficial to your current learning environment?
FIGURE OUT / PLAN
Select one of the strategies you explored and incorporate it into an upcoming unit.
Create a plan for next steps. Use this planning tool or one of your own to capture your ideas.
COLLECT / RECORD DATA
Determine what data you will collect to know whether this strategy was successful in your classroom. (Avg # of questions asked per group/student, # of students who asked questions, # of questions asked by girls vs. boys, etc.)
Determine how the data will be collected. Consider if it will be collected by you, an instructional coach, student survey, etc.
Determine how often implementation data will be collected. (Every class period, daily, weekly, bi-weekly, monthly, etc.)
REFLECT
COLLABORATE / REFLECT
Share your implementation data with a grade-level and/or content area team or PLC/CTT.
Discuss:
What do these data say?
How do these data reflect equity in your classroom?
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
How did the learning in this module work towards addressing the intended learning outcome for ALL of your students?
How did the learning in this module impact address your problem of practice?
How did you keep equity in mind throughout the module?
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 - ImplementationPre-Assessment Asking Questions and Defining - Implementation.pdfPre-Assessment
Instructional Strategies - Planning Tool
Question Formulation Technique
Notice & Wonder Walks: Science at-home
Notice-Connect-Wonder
Instructional Strategies to Implement the SEPsCHECKPOINT
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
Which instructional strategy will you implement?
What is your plan for implementing the strategy?
How does this strategy work towards eliciting student evidence of the selected SEP element and/or how does it work towards solving your problem of practice?
CELEBRATION OF LEARNING
Share your selected instructional strategies and/or evidence of implementation (pictures, students questions, etc.) with another grade level or content area team OR tweet out (#IAScienceChat) how this module has supported you and your students.
