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Essential questions   evaluation
Essential questions   evaluation
Essential questions   evaluation
Essential questions   evaluation
Essential questions   evaluation
Essential questions   evaluation
Essential questions   evaluation
Essential questions   evaluation
Essential questions   evaluation
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Essential questions evaluation

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CED505.20 ASSIGNMENT

CED505.20 ASSIGNMENT

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  • 1. Essential Questions - Evaluation CED505.20 ANDREA SEGEL-MOSS
  • 2. Essential Questions - Evaluation Galileo Educational Network http://www.galileo.org/tips/essential_questions.html Essential Questions, by Pat Clifford and Sharon Friesen This website contains a short article about essential questions. The authors describe their view of the key components of essential questions, including (but not limited to) questions that help us to learn about our surroundings, gain better understanding, explore and gain knowledge, and spark our imaginations. I cannot point to something specific that I learned, although some comments (e.g. essential questions help establish a sense of community) were interesting. I would not necessarily agree with all of the characterizations in the article.
  • 3. Essential Questions - Evaluation From Now On The Educational Technology Journal http://www.fno.org/feb01/pl.html From Trivial Pursuit to Essential Questions and Standards-Based Learning, by Jamie McKenzie http://www.fno.org/sept96/questions.html Framing Essential Questions Starting with the question: "How many gargoyles are there on the Cathedral of Notre Dame?" this article proceeds to demonstrate how a seemingly meaningless inquiry can develop into an exhaustive and enlightening process. The author discusses the differences between simply acquiring knowledge vs. gaining insight and greater understanding. The second link takes us to a more general discussion about essential questions, and the components of evaluation, synthesis and analysis. From atop Bloom’s Taxonomy, essential questions touch our sense of curiosity and engage students. I learned more about Gargoyles than I ever wanted to know. I still find them creepy. I had to chuckle at the thought of present and future generations who will never “go to the library” to look up information. They will also perhaps miss the experience of wandering through books and periodicals finding inspiration that they never would have known to search for.
  • 4. Essential Questions - Evaluation Filling the Tool Box (FNO) - http://www.fno.org/toolbox.html Classroom Strategies to Engender Student Questioning © 1986 by Jamie McKenzie, Ed.D. and Hilarie Bryce Davis, Ed.D. The authors describe the process of using the natural curiosity of students to spark meaningful learning and questioning. The article includes numerous ways to incorporate essential questions into the fabric of the curriculum, and areas like interviews and book reports. Having students learn to categorize questions is also discussed. The article correctly points out the importance of the teacher’s modeling of asking creative and intriguing questions. The additional importance of creating a fear-free environment for students to brainstorm and express ideas is also critical to the process.
  • 5. Essential Questions - Evaluation Questioning Toolkit (FNO) - http://www.fno.org/nov97/toolkit.html A Questioning Toolkit This article urges every school district to develop a “questioning toolkit” containing a multitude of question types and question tools. Students should be involved from a very early age in learning to analyze types of questions. Essential questions should provide an organizing focus for units. Clearly this article was written well before NCLB hit our schools. I also learned that there is almost a religious fervor in the writing about essential questions. There is also the often repeated perspective that assumes all children and adults share the same concern for “questions that touch our hearts and souls.” These questions, “which help define what it means to be human,” do not exist for most of our society.
  • 6. Essential Questions - EvaluationParenting for the Age of Information (FNO) http://www.fno.org/parenting/outline.html Preparing Your Daughter or Son for the Next Century, by Jamie McKenzie, Ed.D. This article challenges parents to prepare their children for problem solving, flexibility and change. Parents should play “what if…” games with their children, limit television, develop puzzling skills and nurture their imagination and inventiveness. The article contains suggestions for parents to accomplish these excellent goals. I note that this article was written twenty years ago, back in the dark ages (smile). Theoretically it would be fantastic if all parents participated in their children’s education, challenged their mental development and actively engaged their children. I learned that Dr. McKenzie suffers from a serious disconnect with the majority of 2011 families
  • 7. Essential Questions - Evaluation Themes & Essential Questions Framing Inquiry & Promoting Critical Thinking – Greece Central School District http://web001.greece.k12.ny.us/academics.cfm?subpage=923 I wasn’t sure if we were supposed to include this link in our chart, as it takes us to a page detailing instructions given to teachers in Monroe County, New York. Teachers are directed to use essential questions and include them in their unit themes. Nothing earth-shattering or new to report here.
  • 8. Essential Questions - Evaluation Asking Essential Questions (Maine) By Kelly Arsenault http://archives.mainelearns.org/ovc/story_files/ess_quest.pdf This article describes the utilization of essential questions while still meeting Maine’s “Learning Results.” I would assume that this is the name of Maine’s standardized testing. The document gives examples of questions developed at a conference in about 2004, for use in varied middle school subjects. I learned of Maine’s efforts to use interdisciplinary project- based learning and essential questions while still meeting the requirements of Maine’s “Learning Results.”
  • 9. Essential Questions - Evaluation END OF SLIDESHARE

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