00:32:46 escott: Hi, everyone. My classroom computer does not have a microphone or a camera! Ha! so I'm going to be a listener and chatter. liz 00:33:29 KDailey: Hi 00:34:57 NAGT Shared: Hello Everyone! 00:38:16 Aida Awad: Please type ideas, thoughts and questions into the chat box during the webinar. 00:39:02 Aida Awad: Please mute your mic if you are typing! 00:39:53 Aida Awad: Aida Phoenix! 00:39:55 bryan.moretz: Bryan from Orlando, FL 00:39:57 Marc LeFebre: Marc from Austin Texas 00:40:00 Climate Generation: Lindsey, Climate Generation in Minneapolis, MN 00:40:02 Tiffany Morgan: Tiffany Morgan, Iowa PBS 00:40:03 Savannah: Savannah from Connecticut 00:40:05 Teacher: Hello! I’m Katie- a 5th grade teacher from Roseville, California! 00:40:14 hkordula: Heather from, Old Lyme CT 00:40:15 Todd: Todd, East Hanover, NJ 00:40:15 Steph Malcolm - 2: Steph M - Staff Developer Trenton, NE 00:40:18 Tabby Dionne: Tabitha, Maine 00:40:18 liz: Liz from Flemington NJ 00:40:19 Veronica McCann: Veronica from Michigan 00:40:20 jmuller: Joan, Cape Cod, MA 00:40:21 Amie E.: Amie Columbia High SChool, White Salmon, Washington 00:40:22 DebSpencer: Deborah NJ 00:40:22 Abbey Kutlas-Prickett: Abbey — 5 and 6 grade in Bloomington, IN 00:40:23 Carly Henry: Carly from Reno, NV 00:40:24 AR STEM Unit: Sharon McKinney Arkansas Dept of ED 00:40:25 KDailey: Katie Dailey here from Marshall, IL High School Library 00:40:25 Morgan: Morgan from Connecticut with CT Audubon 00:40:26 Paul Fix: Paul from DeKalb, Il 00:40:27 Andrew Stone: Andrew, Milwaukee, WI 00:40:28 jwhayes: Jason from Maryland 00:40:28 Anela : Anela from Ca 00:40:30 Rose: Rose from Texas 00:40:31 Carla_McAuliffe@terc.edu: Carla from Tempe, AZ 00:40:31 AF16366: Abuzar fuad from Qatar 00:40:32 Amy Smith: Hi everyone! My name is Amy. I teach and live in Canisteo, NY 00:40:41 mmorrow: Mary Morrow Lincoln East High School Nebraska 00:40:44 svankleef05: Susan Connecticut 00:40:47 Elise T: Elise from Reno, Nevada 00:40:53 mershadi: Mandana Hurt Kansas 8 grade science teacher 00:41:05 dbutcher: Deanna Butcher, NatureBridge, Port Angeles, WA 00:41:54 Sharla Dowding: Sharla Dowding from Black Hills State University 00:42:27 Nicole: So great to have everyone!! 00:47:31 Carla_McAuliffe@terc.edu: rightquestion.org/events 00:48:03 rasmusmk: Just make one change is a great resource book. 00:48:18 Nicole: Yes! That's how I started using QFT! 00:48:36 Aida Awad: Same for me. Transformational book! 00:49:28 Carla_McAuliffe@terc.edu: https://www.college.columbia.edu/cct/archive/winter12/columbia_forum 00:50:42 Carla_McAuliffe@terc.edu: https://rightquestion.org/resources/make-just-one-change/ 00:55:07 Teacher: what was the fourth rule? 00:55:21 Nicole: Change any statement into a question 00:55:27 Teacher: Thanks! 00:55:32 Nicole: 4 rules are: 1) ask as many questions as you can 00:55:43 Nicole: 2) Do not stop to answer, judge or discuss 00:55:54 Nicole: 3) Write down every question exactly as stated 00:56:06 Nicole: 4) Change any statements into questions 01:01:23 KDailey: Quick assessment 01:01:24 Aida Awad: Establish information quickly. 01:01:25 Todd: Quick response 01:01:27 hkordula: quick to answer 01:01:29 Amy Smith: quicker 01:01:33 Abbey Kutlas-Prickett: Foundational information 01:01:33 Marc LeFebre: Can be used in short amount of time 01:01:35 rasmusmk: You can google answers 01:01:35 Tabby Dionne: Satisfaction of being able to find an answer quickly 01:01:35 KDailey: Low level thinking to warm up brains 01:01:38 liz: orients to the pic or text 01:01:41 Steph Malcolm - 2: to the point 01:01:43 rasmusmk: Quick turn around 01:01:44 mmorrow: could assess prior knowledge 01:01:46 DebSpencer: Good for nailing down basic facts 01:01:46 Neeya Byrd: can lead to further questions 01:01:50 Amie E.: gather quick info 01:01:52 svankleef05: quickly understand basics about phenomenon 01:01:54 went0507: There is a quick and usually precise answer 01:01:59 Amy Smith: right or wrong 01:02:19 KDailey: Not deep thinking 01:02:20 Marc LeFebre: Limits possible answers 01:02:21 Neeya Byrd: no deep thinking 01:02:22 bryan.moretz: Does not engage deeper thinking 01:02:23 Savannah: narrow scope 01:02:24 rasmusmk: Lack of critical thinking skills 01:02:25 hkordula: hard to know if deeper understanding has taken place 01:02:25 KDailey: No because or why you think that 01:02:26 Amie E.: stops thinking 01:02:27 Todd: no higher level thinking 01:02:28 Tabby Dionne: not really discovery 01:02:30 Abbey Kutlas-Prickett: Doesn’t invite further exploration 01:02:31 Veronica McCann: Not expanding understanding 01:02:32 liz: disengages us - one and done 01:02:34 svankleef05: disadvantage - doesn’t lead to in-depth understanding 01:02:35 Amy Smith: not able to dig deeper 01:02:37 rasmusmk: Right/wrong 01:02:42 mmorrow: could memorize answer but not understand process 01:02:43 NAGT Shared: impedes the conversation 01:02:46 Rose: Could just be a guess. 01:02:57 KDailey: Deep thinking 01:03:01 KDailey: develops curiosity 01:03:04 Todd: Activates more in-depth higher level thinking, blooms 01:03:04 rasmusmk: Lots of answers and build good discussions 01:03:04 hkordula: sparks discussion 01:03:04 liz: deeper digging 01:03:05 Tabby Dionne: Can lead to many dscoveries, side tracks, etc 01:03:06 Rose: Lets the student elaborate 01:03:12 Abbey Kutlas-Prickett: Possibilities for research 01:03:12 KDailey: leads to more questions 01:03:13 Amy Smith: leads to discussion 01:03:14 went0507: critical thinking and leads to elaboration 01:03:17 Veronica McCann: Explores the topic and could expand the topic 01:03:18 svankleef05: open-ended - leads to deeper depth of knowledge and more questions 01:03:19 liz: lead to conversation 01:03:21 mmorrow: requires thinking from multiple perspectives 01:03:23 Marc LeFebre: encourages consideration of more possibilities 01:03:37 Marc LeFebre: Takes more time 01:03:39 bryan.moretz: More time consuming 01:03:40 KDailey: lack of time 01:03:45 Todd: Students could not understand 01:03:45 mmorrow: limited class time 01:03:46 Amie E.: could get "off track" 01:03:48 Tabby Dionne: Takes a long time and many resources to answer 01:03:48 rasmusmk: Harder to think of them 01:03:49 KDailey: could get off topic 01:03:52 jwhayes: takes lots of classtime 01:03:53 Abbey Kutlas-Prickett: down a rabbit hole 01:03:55 Veronica McCann: too vague if there is a misunderstanding 01:03:57 liz: can lead us to guess and not use evidence or research the answer 01:04:05 mmorrow: difficult to assess 01:08:38 bryan.moretz: Does it matter if we choose a closed or open question as one of our three? 01:08:45 Nicole: Nope! 01:08:56 Nicole: Choose any you'd like that will help you learn about tides 01:09:01 Tabby Dionne: Where does the water go? 01:09:09 Marc LeFebre: What do the numbers in the water level data at the bottom mean? 01:09:10 bryan.moretz: How does location affect the tides? 01:09:10 Todd: How are the patterns to the tide changing affect humans? 01:09:11 Steph Malcolm - 2: Where was this video shot? 01:09:13 rasmusmk: How does the changes in tide effect the water life? 01:09:20 liz: How does the length of the tides impact wildlife? 01:09:24 Abbey Kutlas-Prickett: How have the patterns changed over time? 01:09:28 svankleef05: Why does the water move in and out? 01:09:28 Aida Awad: What caused the changes? 01:09:29 hkordula: What time of year was this? 01:09:34 Marc LeFebre: Why did the movement of the shadow of trees change directions in the video? 01:09:35 Amy Smith: How often do the tides change? 01:09:36 Paul Fix: Do we see similar patterns of tides in different places? 01:09:38 Rose: O Did this affect any animals? 01:09:38 Savannah: Are the tide swings in this region usually this extreme? 01:09:40 jwhayes: Is the patterns of tides consistent? 01:09:41 dbutcher: How is the land affected by the tides? 01:09:47 Amie E.: How is the life present different during high tide compared to low tide? 01:09:49 ecrobeck: What is the connection between water and light. 01:09:52 Anela : How do storms affect the tides? 01:09:52 Aida Awad: How could humans use the types of energy evident in this ecosystem in a sustainable way? 01:09:56 rasmusmk: What living creatures are left behind in the mud? 01:10:01 mmorrow: How are living organisms affected by the tides? 01:10:04 KDailey: Is water level drop caused by natural or man-made related? 01:10:07 Andrew Stone: Why does the direction of the clouds appear to change when the tide appears to change directions? 01:10:54 bryan.moretz: It appears to be more open-ended questions 01:10:55 Marc LeFebre: The questions were open ended 01:10:57 Abbey Kutlas-Prickett: Lots of “how” and “why” questions 01:10:59 Todd: Environmental Impacts (humans or animal) connections between tide and something else Mostly open ended 01:11:05 dbutcher: Cause and effect 01:11:12 ecrobeck: Questions about effects and causes... 01:11:20 Marc LeFebre: Some were very genera questions. Some specific 01:11:26 KDailey: impact on wild life 01:11:40 Aida Awad: Are you thinking about how the questions mirror the NGSS SEPs and CCCs? 01:12:32 Nicole: Yes! This would be a great prompt to enourage students to think about the SEP's and CCC's! 01:13:11 Nicole: This prompt could also encourage students to come up with the driving questions by category 01:13:26 Nicole: (The question about finding patterns among the questions) 01:15:00 rasmusmk: 1,3,6 01:15:03 bryan.moretz: 1, 3, 4 01:15:03 liz: 1, 9, 5 01:15:04 Aida Awad: 4,7,8 01:15:04 Abbey Kutlas-Prickett: 1, 6, 10 01:15:06 Marc LeFebre: Next step: Make first-hand obervations of changing tides 01:15:17 Anela : 2, 11, 12 out of 12 01:15:18 Amy Smith: 11,13.14 of 15 01:15:19 Rose: 1,2,4 01:15:23 Todd: What tools/materials do we need to utilize? Timer/clock ruler or depth meter 01:15:35 DebSpencer: 1,3,6 01:15:38 Morgan: 7, 11, 14 out of 15 01:15:44 Andrew Stone: Find out how the video was recorded 01:15:53 KDailey: Have students would google "dramatic water level drops" phenomenon 01:16:00 Paul Fix: conduct initial research using online resources. 01:16:19 KDailey: Talk about best search terms/phrases for a google search 01:16:47 Todd: How- we did QFT by doing 01:17:03 escott: I liked converting closed questions to open-ended questions 01:17:04 rasmusmk: I really liked the idea of connecting this to the SEP, CCC. 01:17:04 bryan.moretz: Changing the focus to more open-ended questions and allowing students to prioritize their questions 01:17:05 liz: I learned to add another question connected to a previous question 01:17:12 Andrew Stone: Each participant has a unique perspective to offer. 01:17:14 liz: considering both open and closed questions 01:17:30 Marc LeFebre: Steps in the QFT process 01:17:31 Veronica McCann: How questions can help students learn and focus on a topic. 01:17:34 Abbey Kutlas-Prickett: Hearing from other folks about the importance of close-ended questions — I was definitely biased toward open-ended 01:17:36 Aida Awad: Nicole will be doing much more on connecting to SEPs and CCCs on the 3/26 webinar too! 01:17:41 dbutcher: Thinking more about how to prioritize questions 01:17:44 ecrobeck: I appreciated that both CE and OE questions were valued 01:17:45 Rose: I liked looking at all the advantages and disadvantages or closed and open ended questions. 01:17:58 mmorrow: Curiosity is fundamental predictor to become a scientist. Tie in to NGSS is great 01:18:02 rasmusmk: It was hard and it made me think since I am not science teacher :) - I felt I was successful even though my background didn’t support this 01:18:04 Amy Smith: I learned more about the QFT and how I might use it in class 01:18:30 mershadi: Activate prior knowledge and tie to future learning 01:18:44 Nicole: Thank you for sharing what you learned! 01:19:16 Aida Awad: QFT makes a great PD for an institute day too! Not just for science either. 01:22:39 Sharla Dowding: These are awesome student questions! 01:23:04 Sharla Dowding: I have had great luck using guiding question boards, both physical and electronic. 01:24:01 NAGT Shared: Registration link for March 26 webinar - http://nagt.org/235791 01:24:12 Paul Fix: I have to teach now, but thanks to the hosts. It seems like a great way to structure questioning in your classroom. 01:30:38 liz: I love this and will continue following you both! Thank you! I find the metacognitive piece is essential as well! 01:31:02 Aida Awad: Registration link for March 26 webinar - http://nagt.org/235791 01:31:32 NAGT Shared: As we are wrapping up, please take a moment to fill out our webinar survey - http://nagt.org/236092 01:31:46 Marc LeFebre: As a curriculum developer, how can I help educators get to the question they need students to ask? 01:31:54 escott: How can this technique be modified for a high school classroom that has to be fast-paced due to limited instruction time? 01:32:10 liz: How do you support ELL students? 01:32:40 Nicole: Marc - I can share some more ideas on March 26. If you can't "attend" let me know and I can share resources with you 01:33:03 Todd: How long does this take in your classroom? Do you feel like doing QFT and phenomena at the start of the unit is essential? Do you do this only at the start of the unit? Do you have any suggestions for a chemistry teacher? This is a class that is usually difficult to relate to students. 01:33:11 Aida Awad: As we are wrapping up, please take a moment to fill out our webinar survey - http://nagt.org/236092 01:33:25 Nicole: escott - The process gets faster once students get better at it, but you can adjust and customize as needed. I've done this in the past 01:33:55 NAGT Shared: archived webinars - http://bit.ly/webinarngss 01:33:57 Abbey Kutlas-Prickett: What does this look like early in the year, or the first time students do it? 01:34:33 Nicole: Abbey - I show students a video example of 9th graders doing the QFT so that they can model it 01:35:12 Nicole: you can find the video on rightquestion.org 01:35:27 jwhayes: So once students develop the questions and you go over them, how do you transition to science content/labs? 01:35:29 Nicole: it's an English classroom, but it's powerful and shows students following the rule 01:35:44 mershadi: How do I go back to see the slides for resources? 01:36:08 Sarah Westbrook (RQI): rightquestion.org has all the resources! 01:36:16 Todd: What's your class time (blocks, periods?) 01:36:31 Aida Awad: The slides and the archived video will be on the same site. Link will come out very soon! 01:36:35 Sarah Westbrook (RQI): The QFT typically takes about 45 min the first time (give or take) 01:37:35 NAGT Shared: The recording and slides (already up) will be found on this webinar page - http://nagt.org/235785 01:38:44 Sarah Westbrook (RQI): Email us at contact@rightquestion.org for more chemistry examples 01:38:48 Sharla Dowding: THANKS so much for the webinar! 01:39:09 mmorrow: Does it take several QFT lessons before students become comfortable sharing? This looks like a great way to build class collaboration. 01:39:19 Aida Awad: Thanks everyone for a great webinar and all of your QUESTIONS! 01:39:29 jwhayes: thank you very much. well done 01:39:44 Amy Smith: Thanks ladies for a great presentation! 01:39:58 Neeya Byrd: Thank you! 01:39:58 Sarah Westbrook (RQI): Thank you all so much for all your work and thinking today! 01:40:10 Morgan: Thank you, did the survay! 01:40:16 Veronica McCann: Thank you 01:40:48 Nicole: Thank you for attending, everyone!! 01:41:36 Nicole: I'm at @nicolejbolduc 01:41:38 Amie E.: Thank you very much! I will be back for the next one 01:41:45 Nicole: Great, Amie! 01:41:53 Rose: Thank you! 01:41:55 DebSpencer: thank you!