QFT

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Reader’s Notes

 

 

Reading for Meaning: “The Island” is marked and in your Assessment section of your notebook.

Collaborative Thinking in Mindomo is marked and in your “Assessment” section of your notebook.

If you don’t have a mark and I have indicated the task is not done, but you believe it is, please see me.

Remember to use the Tracking Sheet to guide and support you. BUT only comment on tasks that you have completely finished, not just started. 

Write down everything you know about literary elements on one side of the page and everything you know about literary devices on the other side. 
Submit the page to the course bin.

Question Formulation Technique or QFT

Moon of the Crusted Snow

Reader’s Notes

 

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September 5-6, 2017

Welcome Back!

I post to this site every day so it’s very important to check if you’re ever absent.

This week and next will be all about getting our tools and learning spaces set-up AND setting some goals.

But first, let’s think about questions. Who asks the most questions? When do we typically ask questions? If question asking is so important….

 

ONE of those spaces is here, in the classroom, but another one of those spaces is online. How can we consider the value of learning in online spaces—as a place for us to ask our questions?

Yesterday, we began to think about a few things….

Our identity

Creating

Fear

These things speak to our vulnerabilities. DON’T JUDGE ME!! I AM NOT A FRAUD.

This semester we will exchange ideas with each other. We do need to challenge each other’s thinking, but we have to remain sensitive to each other’s vulnerabilities. We need to quell the fear. But we will also try really hard to take our conversations beyond the four walls of this room and of this school.

To help get us ready to launch ourselves “out there” let’s think about our online persona. 

THE HOW

QFT or Question Formulation Technique

Write the prompt on the chart paper. You will have 8 minutes to write as many questions as you can on your paper.

1)      Write down the questions exactly as they are said

2)      Do not stop to discuss or answer the questions

3)      Write down as many questions as you can

4)      Statements should be rephrased as questions.

Identify open and closed questions  2minutes

Put an “O” by all of the open-ended questions (questions with many possible answers) and a “C” by questions that elicit one answer (a “yes/no” question or a question with a factual answer).  Then, change one of your open questions into a closed question and one closed question into an open question.

Prioritize questions  3mins

Select 3 questions from your list. It could be the three questions they find most interesting or important or the three questions that they think need to be addressed first.

Share questions 5mins

THE WHAT

QFT: Your Online Persona

Persona:

the aspect of someone’s character that is presented to or perceived by others.—online

FINALLY, complete this scavenger hunt and the Student Data form if you haven’t done so already. 

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Monday, February 22, 2016

Today we begin an inquiry about reconciliation.

To reconcile, or to start over, is always tough to do. But people can start by telling their stories, by listening deeply to each other, and by believing that reconciliation is a worthwhile goal.

We’ll start with a QFT (Question Formulation Technique). The question prompt is:

Canadians are tolerant of people’s heritage, customs, and religious beliefs; we are far less racist than any other country.

How do you think others might respond to this prompt?

Next, let’s look at the February 2, 2015 cover of Maclean’s.

What’s the issue? Who’s the issue? Why is there an issue?

We are not having this conversation by ourselves. We will be learning with a Theory of Knowledge class from St. Robert Catholic High School  in Thornhill, Ontario.

Theory of Knowledge courses (TOK) ask us to reflect on the nature of knowledge, and on how we know what we claim to know. Students study areas of knowledge: the Arts, Ethics, History, the Human Sciences, Indigenous Knowledge Systems, Mathematics, the Natural Sciences, and Religious Knowledge Systems. They also consider the potential ways of knowing (emotion, faith, imagination, intuition, language, memory, reason, and sense perception) for each of the areas of knowledge.

We are not a TOK course, but let’s think about what “Indigenous Knowledge System” means to us. Consider this painting, the quote by Marie Battiste and her colleagues, along with your prior knowledge about your culture’s stories and teachings, and write a definition for this term.

Source: “Good Life Teachings” ENG3C Course 

Source: “Good Life Teachings” ENG3C Course

“We Are All One” by Noval Morriseau shows two people on a background of read and blue. They are fused with nature and animals. The creatures and people that populate the painting seem at once independent and connected to each other. The piece reflects the concept of the closed circle because it shows all aspects of creation bound together.

Battiste et al., (2000) identified one way for describing Indigenous Knowledge:

―knowledge is the expression of the vibrant relationships between the people, their ecosystems; and the other living beings and spirits that share their lands. These multilayered relationships are the basis for maintaining social, economic, and diplomatic relationships – through sharing – with other peoples. All aspects of this knowledge are interrelated and cannot be separated from the traditional territories of the people concerned‖ (Battiste et al., 2000; p42).

Finally, read pages 11-15 from “Indigenous Knowledge, Social relationships and Health: Community-Based Participatory Research with Anishinabe Youth at Pic River First Nation”  and make some notes. The goal is that we each have an understanding of indigenous knowledge systems, even if only cursory.