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Increasing Student Agency: The “Why Vote?” Tool + Question Formulation Technique - Shared screen with speaker view
Ariela Rothstein (she/her)
21:16
Hi Dan Rothstein :)
Dan Rothstein
21:36
Hi!
Laura Kinley
21:57
I don’t see my video?
Ariela Rothstein (she/her)
23:13
Hi everyone! Great to b ehere
Ariela Rothstein (she/her)
23:17
*be here
Yeja Dunn - RQI
23:25
Usually in these cases, you have to change the "view" in the upper right hand corner
Meghan Jordan
28:11
Becca from Colorado
Ariela Rothstein (she/her)
28:12
Ariela, New York City, NY
Tom McManamen
28:13
Tom McManamen, Illinois
Elisa Lapaglia
28:15
Elisa LaPaglia - Houston, T
Jane Cullina
28:15
Jane from California
Patricia Tiernan
28:16
Patricia, Pennsylvania, USA
Adrian Neibauer
28:17
Adrian Neibauer from Colorado
Janice Brown
28:18
Janice Brown Texas
Patricia Supplee
28:18
Pat Supplee NJ
Laura Kinley
28:19
Greetings! Laura Kinley from California
Jordy Tollefson
28:20
Jordy Tollefson, California
Rhonda Kirts
28:21
Rhonda from Illinois
Lauren Plomer
28:22
Hi, this is Lauren from Colorado
Dan Rothstein
28:25
Dan from MA
Adam Lusk
28:25
Adam, PA
Ana Jesus Ferreiro Inza
28:25
I am Anaje from Spain
Ted Demura-Devore
28:27
Ted from Hawaii
Ann Williams
28:32
Ann Williams from Tacoma Washington
Debra Berrett
28:38
Debbie in California
Ariela Rothstein (she/her)
29:00
Welcome all
Ariela Rothstein (she/her)
30:07
#whyvotetool
Ariela Rothstein (she/her)
30:10
@rightquestion
Ariela Rothstein (she/her)
30:13
@luzsantana20
Ariela Rothstein (she/her)
34:25
Grab a piece of paper and writing utensil, or a document to type into!
Ariela Rothstein (she/her)
35:30
mental health, immigration, health
Tom McManamen
35:35
Equality, Health, Environment
Debra Berrett
35:41
Adequate Food
Patricia Tiernan
35:47
Jobs and EconomyCriminal JusticeSafety
Meghan Jordan
35:50
equality, education, health
Patricia Supplee
35:54
environment, immigration, health
Lauren Plomer
36:00
equality, health, environment
Jane Cullina
36:01
Education, Equality, Jobs and Economy
Stan Masters
36:03
Jobs& Economy, Health, Safety
Kristy Stoesz
36:04
Jobs and Economy, Education, Health
Elisa Lapaglia
36:04
jobs/economy, safety, neighborhoods
Jordy Tollefson
36:05
Education, Health, Immigration
Laura Kinley
36:07
Environment, political involvement
Rhonda Kirts
36:19
education, environment, criminal justice, mental health
Janice Brown
36:19
criminal justice jobs and economy equality
Ann Williams
36:21
Jobs and economy, equality, education and climate change
Ted Demura-Devore
36:23
Equality, environment, jobs/economy
Donald Gurney
36:49
Environment, cost of college , gun safety
Janice Brown
37:37
asking whats in it for me
Jane Cullina
37:38
Representation
Debra Berrett
37:38
They have a direct impact on their lives
Lauren Plomer
37:42
These decisions impact students and their families and communities
Laura Kinley
37:47
is my vote represented?
Patricia Tiernan
37:55
They are worried about funding their education and their human rights.
Jordy Tollefson
37:59
are people representing their ideas? beliefs?
Ann Williams
38:07
Because who is making the decision determines what decisions are made
Patricia Supplee
38:17
when they feel they have agency - right now they don't feel their vote makes a difference
Ted Demura-Devore
38:26
to be involved and have their voice heard
Stan Masters
38:27
The decisions affect their lives, their families, and their communities. Are the decisions made for the best interests of the people they represent?
Donald Gurney
38:39
who supports students views on issues
Elisa Lapaglia
38:41
We need to make it relevant. Show them how these issues affect their lives
Janice Brown
38:47
asking whats in i t for me
Tom McManamen
38:51
Who are these people? Why do they run?
Debra Berrett
38:52
How do they know what we actually need?
Laura Kinley
39:05
What impact does campaign contributions have on who is elected and what they do?
Ariela Rothstein (she/her)
39:57
What might be difficult about following these rules?
Debra Berrett
40:20
Not answering the qeestions
Debra Berrett
41:51
1. How do I know they will listen or pay attention to the voters?
CHERYL BEYER
42:00
2. Who gets to run for elected officials?
Debra Berrett
42:14
2 How do you get something on the ballot?
Laura Kinley
42:25
1. What is the position of the candidate on my issues?
Janice Brown
42:32
1. does my vote count2. how do I find out about the candidates3. where do I vote
Elisa Lapaglia
42:35
What decisions are being made?
Debra Berrett
42:38
Can youtalk directly to elected officials?
Maria Perez
42:44
Which issues are afectes by electro ofícials?
Laura Kinley
42:55
2.How do I know what they think?
Donald Gurney
43:13
Write 1. Who shares my views - 2. how does the policy impact me or my family - 3. how would you implement policy - 4. does my vote count. - 5. Why should I vote
Donald Gurney
44:30
1, c, 2. O, 3. O 4. O 5. O
Ariela Rothstein (she/her)
45:09
Advantages/disadvantages of open and close ended questions. - there are + / - to both, depending on the kind of information you want to get
Janice Brown
46:04
how can I be certain my vote counts
Donald Gurney
46:41
What candidate views agree with me. Should I vote?
Patricia Tiernan
48:54
1. How do I ensure that those for whom I vote will accurately represent me when so many people in power come from privilege?
Stan Masters
49:16
What experience does the elected leader have in making these decisions? (4 of 5)
Ted Demura-Devore
49:20
What is the connection between my vote and the elected official’s decision making? 1, 3, 4
Donald Gurney
49:23
1. who shares my views - of 5 questions
Debra Berrett
49:30
1. How do you know if elected officials will listen to the voters? 2. How do you get something on the ballot? 3. Closed: Can you talk directly to elected officials? Open: How do you get to talk to elected officials?
Meghan Jordan
49:35
Why can’t kids our age vote? 3,6,8,
Jane Cullina
49:38
How do I analyze what candidates are saying to what they actually mean/what actions they’ll take in office? (2, 4, 6)
Rhonda Kirts
49:44
Will my vote make a difference?
Lauren Plomer
49:47
How can I make a difference in elections when I am not old enough to vote?
Ann Williams
49:52
What means to you support to reduce and eliminate the use of fossil fuels? (1,2,3)
Janice Brown
49:53
1 how do I know my vote counts2how do I find out about the candidates3. where do I vote
Patricia Supplee
50:32
1. How do I vote? What is on the Ballot? How do I1know who is going to do what I want them to? 2, 3 and 1
Nathan Wallace
52:13
Seemingly minor questions can generate a lot of discussion.
Patricia Supplee
52:14
That some participants much have much older or much more academically capable students than I
Stan Masters
52:37
My questions become more powerful when I generate many questions.
Elisa Lapaglia
52:39
Some questions are hard to prioritize
Tom McManamen
52:43
All this brain work helps people develop the questions most important to them.
Patricia Tiernan
52:51
I want to use QFT in a Gender Studies Class in relation to voter rights. I learned the procedures and steps today which was exactly what I needed, but I am worried that my students won’t know how to ask questions even given this format.
Debra Berrett
53:23
I learned that there are questions I want to explore further in the next couple of weeks. Generating questions fast is very usefukl
Tom McManamen
53:23
This takes practice
Ana Jesus Ferreiro Inza
54:04
You need to train yourself as teacher and then train students
Debra Berrett
56:42
Is the "draw your block activity" from the downloads?
Ariela Rothstein (she/her)
56:53
yes, I will review how to find it shortly!
Sarah Westbrook
01:00:59
Padlet might be a cool way to do the “draw your block” activity too
Debra Berrett
01:01:35
Will the slides you're showing be available as well as the downloads? They are very useful.
Yeja Dunn - RQI
01:02:28
Yes, the slides will be shared with all registrants in an email post-webinar.
Nathan Wallace
01:08:19
How many days does a single lesson span?
Patricia Tiernan
01:14:11
This lesson motivates me to dive into voter rights with my students. Your pacing was excellent and I am so happy that educators like you 3 exist. Thank you all for providing such great resources for free. Wonderful!
Tom McManamen
01:14:50
I am looking forward to trying this with my students this year.
Kate Gill Kressley
01:14:54
I am thinking how well you pivot from in-persom teaching to remote teaching.
Janice Brown
01:14:57
I plan to use with adults!
Elisa Lapaglia
01:15:10
I am thinking that this lesson will be a great way to try out the Right Question Technique. Your timing could not be better. Thanks!
Nathan Wallace
01:15:27
I need to spend more time on the activities prior to the questions with my class.
Jordy Tollefson
01:15:31
I'm thinking that I would like to model this lesson for some of our teachers in their classrooms
Laura Kinley
01:15:45
I just participated in a class called “Adulting 101” as part of the Political lesson. I wish I’d known about this lesson Thank you!
Ted Demura-Devore
01:16:03
I have a podcast planned on the historical developments related to voting, kind of like Ariela described, and this will be a great start to making it more relevant. Thank you.
Debra Berrett
01:17:00
I would like the shelter-in-place to get finished. In-person is so engaging for people using the QFT, especially for the first time. Remote, you miss some of the nuances that make for great discussions.
Jane Cullina
01:17:02
I like how the technique creates true engagement for participants -- it is inherently differentiating
Patricia Supplee
01:17:42
for some reason, I am unable to share with all participants as well as panelists. Nothing I try allows me to type with that setting
Loretta Wilson
01:18:16
I agree. Modeling the lesson would work best for the staff at my school as well.
Meghan Jordan
01:18:24
I am wondering how to scaffold QFT for students who are learning English without limiting their thinking/personal voice.
Elisa Lapaglia
01:18:57
Can you share ideas for reluctant participants (Middle School)?
Ariela Rothstein (she/her)
01:19:22
I work with English learners. I give more wait time, group work with heterogeneous groups. All participation is celebrated
Sarah Westbrook
01:21:02
This is also a helpful resource full of teacher tips on how to adapt the QFT for all learners: https://rightquestion.org/resources/tips-making-the-qft-work-well-for-all-students/ good for EL/ELL and early learners
Meghan Jordan
01:21:46
Thank you! And thank you Sarah.
Tom McManamen
01:23:52
What do you see as the ideal size of each group with reluctant or early learners?
Loretta Wilson
01:25:18
These resources look fabulous!
Sarah Westbrook
01:25:45
A post on the QFT and PBL: https://rightquestion.org/resources/how-to-deepen-student-learning-using-pbl-and-qft/
Ted Demura-Devore
01:26:10
Thank you.
Ted Demura-Devore
01:27:12
Would a google doc work, too?
Ariela Rothstein (she/her)
01:27:15
yes
Ariela Rothstein (she/her)
01:27:31
I’ve done it in google docs, jam boards, chart paper, pen and paper
Ted Demura-Devore
01:27:43
Thank you.
Ariela Rothstein (she/her)
01:28:37
Links to resources coming in an email
Dan Rothstein
01:28:38
Thank you for a great session!
Loretta Wilson
01:28:41
Thank you so much!
Elisa Lapaglia
01:28:46
Thank you!!
Lauren Plomer
01:28:50
Thanks!
Kristy Stoesz
01:28:53
Thank you!
Sarah Westbrook
01:28:56
Thank you all!