Posing questions requires intention; not all questions are created as equal.  In our History class, we privilege questions that begin with How, Why, or To what extent.  We find these are stronger questions than those that begin with Who, What, Where, When, which require little sophistication in answering.

I love the focus on pluralism re: ideas. Using inquiry to promote student engagement is one of my consistent goals and there were awesome suggestions for attaining more and better. Thanks! 

Is there an appropriate place or chance to share how to find each other on social media? I’d love to stay in touch & appreciate those who found me earlier. I’m Abbyjabroad on IG. If this isn’t the right place, moderators, feel free to delete! Otherwise, please share if you are comfortable! I am amazed at the insights that everyone has had and would love to stay in touch. 

Did I misunderstand that this is the space where links are posted? 

Inquiry and compelling questions are not just for High School or College students they are a tool for learners in Middle and Elementary aged students as well. This was a great presentation and Q & A. 

Gregory Dykhouse I also use those same question frames when composing compelling questions. They definitely ask students for more critical thought than simply recalling information or providing binary responses. The "To what extent" frame is a personal favorite to teach because it throws students off at first but then when we break it down to a simpler, "How much", kids really like to get creative with adjectives/adverbs!

Love Dr. Swan's use of a Dewey quote to encourage teachers to craft compelling questions with our students -- to wrestle with problems and find their own way out. I think she did a wonderful job encouraging teachers to move from the 'sage on a stage' with lots of support and examples. Just thinking of ways for students to think about what they know and why -- and avoid teacher's didactic questions and explanations was really a nice lift in these 'difficult' times (also so nice that she acknowledged that and offered her own hopes.)

Franklin Oliver , maybe I can help. Which links were you looking for?

When we have a RIGHT answer, we’re not providing students an opportunity to inquire. However, if we structure the question in specific and intentional way, valuing pluralism over individual perspectives, it allows for PRODUCTIVE discourse. As Curtis mentioned, each person’s arguments will reflect their experience [identity, thinking], providing an opportunity for agency [choice], critical thinking, and high engagement. Being mindful that the productive tensions that result in analyzing history change, will help keep the focus on getting the right kind of questions to have students guide their own learning and deeper understandings.

Also, it's ok that every day is not going to be a "lights show" for all students.