Jeschke

I'm thinking I have a better idea of what to do now - how does this sound? 5 Sessions:
 * Thoughts from Thursday, Feb. 25:**

1 Students work in pairs and use the Visual Ranking tool to rank and justify 5 random questions (I generate questions) Their rankings are to identify the questions that make them think at a higher level .Student pairs compare their results and justification with another team - reflect in learning logs 2. I show object or piece of text unfamiliar to students, group brainstorms all questions they can think of - I write them down - questions categorized into thick and thin questions - students reflect in log on the differences between thick and thin questions, which type they usually use and why 3. Revisit brainstorming list and look at question stems - discuss These question stems and others? go into Visual Ranking tool - students replicate process in session 1 and compare their rankings and justifications here to the ones they made for the questions in session 1 - reflections this time on ranking similarities/differences between sessions 1 and 3 and why 4. Students create a piece of scaffolding that they can use to help them generate good thick questions 5. Give students new text, image, object and have them use their scaffolding to generate thick questions in their learning logs Work with partner discussing their questions Reflect on the effectiveness of their scaffolding tool in the development of quality questions **My thoughts are: How hard will it be to rank questions? I can see where ranking them will be a good step. Could Showing Evidence be a possibility to prove if a question is thick or thin? The the students could put conclusions and comments as their learning log responses. Just thoughts. I think creating a scaffolding piece for their own use is a great plan. Carla**

I don't think you are using the learning log too much. I think it allows the students to track their learning and pose questions about what they are doing. I also like the fact the you are revisiting the brainstorming throughout the activity. Sometimes we brainstorm, but then set it aside to never look at again. -- Matt Too simple? Too short?
 * Too much use of learning log?

Trying to get a better handle on applications for the tools - went through tutorials - really helped!

Tools and possibilities for lessons:** Visual Ranking Tool: -rank Missouri regions’ value -rank the value of famous Missourians**
 * -rank things learned at school

Seeing Reason:
 * -what causes people to move? (westward expansion)

This is an interesting topic for me. It seems like sometimes teachers leave this focus strictly on westward expansion and miss the transferring to a bigger, broader topic.

-what makes you ask questions? (questioning) - hmm, thinking I could rank types of questions in the ranking tool and then determine the relationship to questioning and understanding of concepts here? I'd really like to do this but I sure love social studies. -what makes you learn new information? (comprehension)**

Showing Evidence Tool - boy this one is deep // (wondering if I wouldn't be more successful using one or both of the other tools) // -which Missouri event was the most important?
 * -What makes a reliable resource?

Keep in mind that you can scaffold this by doing the more elementary version of the tool. It still requires some major thinking.


 * I want to ask Chris where he saw that video clip of questioning today The program used to create that video was called xtranormal []

I believe Chris may have made that Xtranormal video. He can send you the link. You may want to work on the questioning idea if you could use it in trainings. If you have some teachers you could work with, you could help them develop something for Social Studies. (A love of mine as well.) Carla
 * I need to review my literacy Delicious bookmarks to see if there are some good resources/lesson ideas there
 * Get books from reading coach on questioning**

I do think I want to use visual ranking tool but am struggling trying to narrow my focus. I've made many different question samples. How can questioning affect learning (comprehension) Can specific types of questions **