Students love to ask two-footed questions
(which engage both sides of the brain).
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Fun to pose - two-footed questions offer tools
to probe lesson content for deeper meaning from any text. All by discussing significant points in a town hall. How so?
Individuals or teams present a key idea from a text or lesson
which they extend or propose an alternative to – while their peers each assume a role from the town hall roles listed (with two-footed questions) included here. Participants in the town hall question the presenter's proposed improvement or innovation. It's a bit like a game in that innovation always wins here!
Using unique whole brain questions, students play with new ideas
to analyze content, and design innovative alternatives of their own to lead.
Student presenters will request a scribe
to take notes as they field questions about their innovative ideas at a town hall.
Presenters will tell their main idea briefly,
show why it is an improvement over a flawed or outmoded idea in the text, and elicit responses from the audience who then asks two-footed questions.
For example a TOWN PLANNER role might ask: How will your suggested innovation add or detract from benefits across the local community?
Participants simply ask one of the two-footed questions listed under their particular role.
Or they may create and ask a unique two-pronged question from that role’s perspective. In this case they will follow the guide provided to ensure two-webbed questions. (See examples throughout these materials)
Roles can be listed ahead on the board
so that students choose one each as they enter class. They select a stand up role card (all provided and ready here) for their role in that vibrant town hall exchange.
When folded, the name cards here will show unique questions on the backside
of the role named – which town hall participants can ask (if they choose not to create their own).
This question-the-content task teaches a new kind of query
that helps students to analyze their text, propose innovative takeaways and engage many kinds of communicators.
Students love it,
and they learn whole brain tactics to analyze text as well as to integrate and articulate their ideas.
Teens tend to give up when they have few tools
to build meanings that make sense from their texts. They love to create, design, suggest and lead – all through two-footed questions.
Offer teens the kinds of tools in this product
– and they tackle their text with interest and they question the status quo and lead new ideas with curiosity and interest.
Learners grow confident to read other new factual texts
, when they gain experience in discovering hidden meanings, spotlighting an author’s bias, or examining their own beliefs while questioning how to lead improved outcomes.
These materials align to CCSS (grade 9 to 12)
– and are useful to students in many subject areas where they will read texts for deeper or hidden meanings, and lead innovations that extend their understanding.
ELA Standards included - Reading: Informational Text - Grade 9-12
Specifically, these standards state
that students should be able to:
1. Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text. (Grades 9 – 10)
2. Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (Grades 11- 12)
These materials offer students step – by step tools
to analyze any text through two-footed questions for wider views.
Readers will discover hidden meanings, opposing views, and multiple intelligences. They’ll pick up on biases
that alter word meanings to insights beyond what a reader sees initially without double pronged questions.
Use these materials to unpack fictional narratives, or informational essays,
or even posters with icons and images. They will analyze texts for deeper meanings and lead innovative improvements in multiple ways through authentic tasks.
Hopefully these ready-to-roll brain-based materials
will benefit your learners and leaders as they do mine at middle, secondary, university levels and beyond.
Do follow my TpT site
and keep up with brain-friendly materials to enhance your class.
If you have any further questions
about how to get the most from this product, please do contact me at email@example.com and I’ll be glad to help further.
All the best
as you learn and lead with the brain in mind!
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Created by Ellen Weber, Brain Based Tasks for Growth Mindset