Key LearningQuestion (KLQ)
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Question or Topic:
We have been discussing how to standardize our grading of the KLQ. Generally speaking, we can easily agree on how to grade some parts however we've seen variation in how we award points for other parts - especially the reasonable response.
What:
A ‘key learning question’ is simply a way of framing the learning in a lesson or across a sequence of lessons – of setting the learning agenda for pupils. It is an alternative to the traditional ‘learning objective’, replacing a statement of what pupils will learn, or of what they will aim to learn, with a thought-provoking question, which the teaching and the learning will then address or try to answer.
Why:
The key learning question is a satisfying framing device for a lesson. What are we trying to answer? What do we know about this already? What essential concepts or terms might need establishing straight away? Then, at the end of the lesson: are we able to answer the question? Of course, this cycling round may be ongoing throughout the lesson, as the question is explicitly or implicitly revisited.
Questions/Resources:
How do you “standardize” the grading of the KLQ now?
How does your PLC operationalize “reasonable response?”
Example Mastery List Checklists - Modern Classrooms Project
How do you currently award points?
How do you currently award points?
What purpose does grading the KLQ fill?
What does overall marking quarter grading look like?
How many MP points do you typically have?
Solution-Focused Discussion:
What solutions can we invent around standardizing the grading of the KLQ?
Ideas to Explore:
Go back to the 6th grade standards and look at prioritizing
Look into what 7th & 8th grade is teaching and grading
Look into grading application of skills and content (labs, projects, etc.)
Differences between a KLQ and CER:
KLQ
A ‘key learning question’ is simply a way of framing the learning in a lesson or across a sequence of lessons – of setting the learning agenda for pupils. It is an alternative to the traditional ‘learning objective’, replacing a statement of what pupils will learn, or of what they will aim to learn, with a thought-provoking question, which the teaching and the learning will then address or try to answer. The question should be “open” in order to start the lesson with an engaging discussion, with wondering and hypothesizing.
A possible visual example to think about a KLQ:
CER
A CER is an acronym for Claim, Evidence, and Reasoning. These are the three main components of an argument. This framework is used to teach students how to use the NGSS practices of engaging in an argument from evidence.
Students use this framework to write an argument when there is more than one possible claim or answer to a question. Therefore, because there is more than one answer, an argument is formulated to support one potential claim over the others.
The goal of science and scientists is to make a claim that can be supported by evidence and to convince others of their claim (why we need the reasoning). Furthermore, CER translates into better argumentation, writing, and critical thinking skills, which you will need in other subjects, college, and your future career.
A possible visual example to think about a CER (pictured to the right )→
Claim
Statement about the results of a science investigation.
A one sentence statement or answer to the question you investigated.
It should answer, “what do you think?”
It should never start with yes or no.
Evidence
Scientific data used to support your claim.
Include 3 or more data points.
Leave out information that is not about your statement or answer.
Use qualitative (collected by your senses) and quantitative (numerical) data or both.
Reasoning
A statement that ties together the claim and the evidence.
Explains how or why the data supports the claim.
Provides justification for why this evidence is important to this claim.
Includes one or more scientific principles that are important to this claim or evidence.
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