To describe the criteria for developing compelling and supporting questions to spark inquiry at elementary, middle, and high school levels. Examples of compelling and supporting questions will be provided. Teachers will be invited to develop compelling and supporting questions for existing or new lessons. C3 Framework lesson templates will be introduced to guide teachers through the process of adapting existing lessons or developing new lessons.

Objectives:

As a result of participating in this Investigation, you will become familiar with: 

• The importance of questions in framing a unit of study
• The relationship between compelling and supporting questions
• The distinctive features of compelling and supporting questions

Investigate, Create, and Connect. Please be sure to do all three sections.

Investigate:

Engagement 1:  Begin by viewing the webinar Dimension 1: Developing Questions and Planning Inquiries with Dr. S. G. Grant, Professor of Social Studies Education, Binghamton University

Reflect and discuss:

• Why Questions? How do you see the relationship between questions and ideas? What potential do you see for creating multidisciplinary inquiries? (presentation slides 1-10 and this video clip)
• What are the distinctive features of a compelling question? Compare these questions to your current practice. What are the benefits and challenges of compelling questions? As a group, generate a few together. (presentation slides 11-15)
• What are the distinctive features of a supporting question? How do these relate to the compelling question? What are the benefits and challenges increating supporting questions? What is the role of students in this questioning process?

Engagement 2: Read Dr. Grant's article From Inquiry Arc to Instructional Practice: The Potential of the C3 Framework and also review these resources suggested by C3LC Grant participants:

• Questions about Questions blog by Grant Wiggins (posted by the Glendora California C3 Literacy Collaborative)
• Introduction to the Question Formulation Technique a webinar from the Right Question Institute (posted by the Community High School Civic Engagement Team)

• Across these resources, what will be most useful in planning for and implementing Dimension 1 of the C3 Framework? What other resources might we draw from to strengthen our use of Compelling and Supporting Questions that will drive student inquiry?

Create:

Let’s consider additional layers that we can add to the curriculum development process. Consider Dimension 1's connections to the Common Core State Standards. Use these Instructional Planning Guides and Lesson Plan Templates to generate questions and to plan for relevant sources for a lesson or unit that you can use in your classroom.

• Grades K-2 (Instructional Planning Guide) (Lesson Plan Template)
• Grades 3-5 (Instructional Planning Guide) (Lesson Plan Template)
• Grades 6-8 (Instructional Planning Guide) (Lesson Plan Template)
• Grades 9-12 (Instructional Planning Guide) (Lesson Plan Template)

Once you've completed your Lesson Plan Template, Post a blog in your Exchange group that describes the lesson's topic that you have chosen and explain how you arrived at this choice for a lesson topic.  Using the "Attachment" option at the bottom of the Blog form, upload your completed Lesson Plan Template. Tag the blog with "Dimension 1 Template"

Connect:

What? So What? Now What?

Explain:  As we near our time together, let’s spend some time thinking about your learning and start to develop some plans for action based upon the opportunities and context in your site.  

• What?What now are my goals or intentions for utilizing questions to plan your curriculum inquiries?
• So What? What have I learned that would help me work with other educators to reflect upon my current instructional practices for social studies?
• Now What? What do I need to implement the practice of developing compelling and supporting questions in my classroom?

Consider the following support mechanisms needed from:

• School administrators
• Parents and families
• Community members

Who should I talk to as I develop a plan for action?

Other C3LC grant participants would be a great place to start. Follow the tag to find other posts of the completed Dimension 1 Template, and use the comment feature to provide feedback on at least 2 or 3 other templates besides your own.

In your group's space on the Exchange, post a blog that speaks to your group's discussions and reflections on this last segment. Tag this post with "goals_practice_support."

Resources:

• Instructional Planning Guide, Grades K-2, Los Angeles County Office of Education, October 2013
• Instructional Planning Guide, Grades 6-8, Los Angeles County Office of Education, October 2013
• Instructional Planning Guide, Grades 3-5, Los Angeles County Office of Education, October 2013
• Instructional Planning Guide, Grades 9-12, Los Angeles County Office of Education, October 2013
• Grant, S. G. (2013). From Inquiry Arc to Instructional Practice: The Potential of the C3 Framework. Social Education, 77(6), 322-326, 351.
• Grant, S. G., & Gradwell, J. M. (Eds.). (2010). Teaching history with big ideas: Cases of ambitious teaching. Lanham, MD: Rowman & Littlefield.