"No one works harder than a curious child"

Great inquiries through great questions?

Our challenge: How to create an environment where student questions develop and thrive?

Recent Conversations

videos:

• Ramsey Musallem - "Curiosity"
• Ken Robinson - "Paperclip"
• Alan November - Homework
• Ewen McIntosh - Students as problem finders
• Stephanie Cerda - "Ungoogleable"
• Hal Gregerson - Ask the right question
• Tom Wujec - Got a wicked problem, use . systems thinking

Curiosity comes first.
1. Questions are the windows to great instruction,
2. Embrace the mess of inquiry
3. Practice reflection.
'Ramsey Musallem'

Word - phrase - sentence

Shaker statement

Shaker statement

Open-ended
Focuses inquiry
Non-judgmental
Succinct
Intrinsically interesting
Emotive force
Intellectual bite

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Catalytic questioning is an alternative to brainstorming where your team focuses on question-centric work.

Catalytic questioning

• Pick a problem that your team cares about intellectually and emotionally
• Engage in pure question talk, with one team member writing down each question verbatim. It usually takes 10 to 20 minutes to exhaust a group’s questioning capacity. Push for exhaustion.
• Focus on a few questions that your team honestly can’t answer but is ready and willing to investigate.
• Get to work! Find some answers.

Parking lot
I see, I think, I wonder...
Shooting arrows
A web of questions
Pick & Make: H5W
Question sorts: generative & genuine

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• Why does it rain?
• What causes pollution?
• Who is a friend?
• How do good societies develop?
• What makes a good ad?
• How do we makes our roads safe?
• Why are homes different?
• Where do we findinteresting patterns?
• What is a good school?
• How do humans communicate?

Make thinking visible and more complex with systems thinking
"The sense-making part through collaboration
'Curse of Knowledge'

Tom Wujec - www.drawtoast.com

Free form - take the conversation anywhere
Template drawing - most accessible and most structured
Free-form stickies - reiteration, reflection, analyzing - clarity

Generate - sort - connect - elaborate

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What makes a good PYP Exhibition?

Expert Group Guiding Questions/Central Ideas

How can the Maths strand of 'Pattern & Function' be developed at your grade level through the use of a central idea?

How is the Maths concept of 'Patterns' being developed at your grade level through the grade level Concept?

How is the concept of 'Patterns' being developed at your grade level through the grade level Skills?
"PYP schools ensure that the learning is:
ENGAGING-RELEVANT-CHALLENGING-SIGNIFICANT"

Create a sticky-note chart showing how we can use good guiding questions to ignite student thinking (criteria/planning/practice)

Planning

• (H.T) Use the Maths C.I to free form questions/related concepts that could be generated by this statement (Challenge: using the inquiry cycle)
• (Ar.) Using the grade level POI create a list of good guiding questions for your colleagues to consider

Maths Central Ideas

• Number systems provide a common language we can make sense of.
• Identifying, using & describing patterns helps us to make sene of the world we live in.
• Patterns can be represented using a number of other symbols
• Fractions, decimal fractions and percentages* are ways of representing whole‐part relationships.
• People use symbols to be expressive and to communicate
• Number operations can be modelled in a variety of ways