Used in over 1,600 districts.

Question Renovation PD

Examples of taking less-than-stellar questions and renovating them into something much better!

Go Beyond “Identify Figurative Language”
Go Beyond “Identify Figurative Language”
So students can identify a simile, metaphor, and hyperbole. What next?
Aim High, Scaffold Down in Math
Aim High, Scaffold Down in Math
A high level of thinking in math also requires the support of thoughtful scaffolding.
From Frantic Questions to Sensible Sequence
From Frantic Questions to Sensible Sequence
Why was I asking five, unrelated, low-level questions in a row?
From “Too Many Choices” To “One Quality Task”
From “Too Many Choices” To “One Quality Task”
Fixing an under-developed (but interesting) task that was originally part of a choice menu.
Going Beyond “Name That Genre!”
Going Beyond “Name That Genre!”
Naming the genre is step one. But what comes after that? Here’s how to push students past identification into real analysis.
Improving These Novel Study Questions
Improving These Novel Study Questions
Let’s fix these nine, underdeveloped discussion questions!
Don’t Make A Mere Model!
Don’t Make A Mere Model!
This task is all about the product, but completely ignores how students will think.
What if Dr. Seuss Covered a Poem?
What if Dr. Seuss Covered a Poem?
Rather than just “paraphrasing” a poem, what if we did a cover version?
What Makes A Math Puzzle Actually Puzzling?
What Makes A Math Puzzle Actually Puzzling?
This math puzzle fell flat. Why? Because puzzling isn’t about difficulty — it’s about something else entirely.
Context Clues and Classics
Context Clues and Classics
How to use a classic to revamp a study of context clues.
Go Beyond “Explain This Quote”
Go Beyond “Explain This Quote”
I’d show a quote and then ask, “What does this quote mean?” And that was it!
Comparing Strengths and Weaknesses
Comparing Strengths and Weaknesses
Go beyond merely explaining strengths and weaknesses and get students thinking in interesting ways.
Help my students remember these confusing terms!
Help my students remember these confusing terms!
When we want students to memorize two terms, we actually shouldn’t aim for memorization!