The authors set up a very simple system for creating an environment full of inquiry and creativity. First, I introduce the Question Focus, or QFocus, which is essentially a prompt. For my current unit on World War 1 and the New European Imperialism the QFocus is: Competition between industrialized European states. Using that prompt as a springboard, plus some prior knowledge from reading around the topic, pairs of students began to ask questions. The rules for this stage are powerful in their brevity.
- Ask as many questions as you can.
- Do not stop to discuss, judge, or answer the questions.
- Write down every statement exactly as it is stated.
- Change any statement into a question.
The second and third rule relate to each other in an incredibly powerful way. On a whim, I asked both WCIV sections if their teachers often rephrased or tweaked the statements they offered in class. Every hand went up. I then asked how it felt when that refining process occurred. Every student felt "dumber", "less valued", "upset, because I meant what I said." The overwhelmingly negative reaction to something I always considered helpful in a goal-oriented classroom was incredible, and I promised them I'd try never to do it again.
As of now, my WCIV sections have worked with a partner to develop an open and closed version of each question (60+), whittled their options to three refined questions, and chosen one on which to write a paper. The paper marks the second assignment where the students have designed and produced their own work. The strange thing is the extent to which I have to let go of the room- it's not easy or natural for me, but, hey, they're the ones in school. It's nice to bump into something so good, I just have to remind myself, "Do this."
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