I really enjoyed using the QFT in class. Again, it was interesting to see how we all started out with different questions but narrowed them down to similar main questions. I can see how this technique would be intimidating for teachers because of the uncertainty of the end questions and not necessarily knowing the direction of the lessons. But, I feel like students would understand what questions might be the most important ones to answer. If there is a question that I, as a teacher, I did not think of I don’t see why it can’t be a learning experience for everyone. I think it’s okay to show students that the teacher does not know everything and has to learn just like them. It would also give students increased confidence to say that they do not know either.
I did not have a clue what massive resistance meant when we started. This is definitely an excellent activity to get students engaged in social studies because it involves kids their age and schools located in the area. It would easier for the students to connect with, as opposed to something that happened to adults in Alabama. When teaching about the massive resistance would it fall under Virginia Studies or would it be a part the information learned about the Civil Rights Movement? Would other states teach about the massive resistance? Or, is it only something that Virginia students learn because it happened here?
Hi Jennifer, Massive resistance falls under Virginia Studies, USII, and VAUS History. The topic evolves over time with additional details that students can handle. I am not sure what other states teach about this topic. However, I can imagine it is taught. I don’t think many other states had public school systems to completely shut down. It was a real embarrassment to our state.
I am very glad you had two experiences with the QFT. I hope you will try it one day in your own classroom!