C3 Instructional Shifts – Shift 1: Craft Questions that spark and sustain an inquiry
As a history teacher, I delight in the things that a lot of other people don’t quite understand.
Yes, I read history books for fun! Yes, I tell history stories when I’m out with my friends! Yes, when I cook I rename the recipes after historical figures. (I’m cooking a Rough Rider right now!)
However, those who are reading this post might look at that list and wonder what is strange about it. Teachers all speak the same nerd language, but I am often reminded (by the chirping crickets) that students might not automatically want to engage with the things I teach.
One of the most important pedagogical skills we need to foster is our ability to ask questions. We couldn’t do our jobs without them. Remember – the C3 is not about changing who we are as teachers, but rather improve our practices. The C3 Instructional Shifts, from the same writers of the C3 Framework, lays out ways that teachers can do so. The first shift asks teachers to “craft questions that spark and sustain an inquiry.”
What does a question need so as to “spark and sustain an inquiry”? You want to have a question that has academic depth, but also leads to more questions.
What was the New Deal? –is that a viable question? One worthy of inquiry? Sure. But is it engaging? Well, probably not for the students. Sometimes we need to get a bit more clever (and a lot less boring).
Was the New Deal a good deal? This allows students to consider the “deal” that Americans were getting with FDR’s programs. It not only has historical depth, but also allows students to assess what people gained and the costs of the New Deal. Students have the opportunity to look beyond the New Deal acronyms and assess the cost/benefits of the legislation. This also lends itself to further discussion about the costs/benefits of current legislation.
The inquiry’s compelling question still requires some unpacking or staging to help students learn about the New Deal. New questions will likely emerge.
– What Americans benefitted from the New Deal?
– What did they receive in the New Deal?
– What were the costs of the New Deal?
As opposed to our original question, which will likely generate little more than a list, students have a question that allows them to take a stand. Despite the fact that many of my students demand the answer, they typically enjoy expressing their opinions. C3-style compelling questions encourage students to investigate and make their own argument. With the right question, students will also come to different conclusions, another valuable lesson about the study of history.
Have boring questions? We’d love to help you take bland and make them compelling – turn vanilla into Chocolate Cherry Cheesecake!
Post on our Facebook or Twitter your questions and we will brainstorm together.
