Essential Questions Evaluation           CED505              by          Mary Railey
What are Essential Questions?Taken from a series of articles first printed in Technology Connection 1995     Essential qu...
What are Essential Questions?Taken from a series of articles first printed in Technology Connection 1995     Essential qu...
Creating Essential Questions WEB ADDRESS                      SUMMARY                           REVELATIONS Galileo.org Ed...
From Trivial Pursuit to EssentialQuestions and Standards-BasedLearningWEB                       SUMMARY                   ...
Framing Essential QuestionsWEB ADDRESS           SUMMARY                                  REVELATIONSFrom Now On          ...
Classroom Strategies to EngenderStudent Questioning WEB ADDRESS                                    SUMMARY                ...
A Questioning ToolkitWEBSITE                         SUMMARY                             REVELATIONSFrom Now On           ...
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Essential questions evaluation

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CED505 Essential Questions Website Evaluation

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Essential questions evaluation

  1. 1. Essential Questions Evaluation CED505 by Mary Railey
  2. 2. What are Essential Questions?Taken from a series of articles first printed in Technology Connection 1995  Essential questions reside at the top of Blooms Taxonomy (Bloom, 1954). They require students to EVALUATE (make a thoughtful choice between options, with the choice based upon clearly stated criteria), to SYNTHESIZE (invent a new or different version) or to ANALYZE (develop a thorough and complex understanding through skillful questioning).  Essential questions spark our curiosity and sense of wonder. They derive from some deep wish to understand some thing which matters to us.  Answers to essential questions cannot be found. They must be invented. Students must construct their own answers and make their own meaning from the information they have gathered. They create insight.  Have no one obvious "right" answer: essential "answers" are not self- evidently true. Even if there are "truths" and essential theories in a discipline, the student comes to know that there are other plausible theses and hypotheses to be considered and sorted through along with the "sanctioned" views.  Answering such questions may take a life time, and even then, the answers may only be tentative ones. This kind of research, like good writing, should proceed over the course of several weeks, with much of the information gathering taking place outside of formally scheduled class hours.
  3. 3. What are Essential Questions?Taken from a series of articles first printed in Technology Connection 1995  Essential questions engage students in the kinds of real life applied problem- solving suggested by nearly every new curriculum report or outline curriculum standards such as the NCTM and the Science Standards.  Essential questions usually lend themselves well to multidisciplinary investigations, requiring that students apply the skills and perspectives of math and language arts while wrestling with content from social studies or science.  Essential questions Go to the heart of a discipline. They can be found in the most historically important (and controversial) problems and topics in the sciences.  Recur throughout ones learning. The same important questions get asked and re-asked, if they are essential. Our answers to essential questions may never be adequate, but they should become increasingly sophisticated.  Are framed to provoke and sustain student interest.  Link to other essential questions. Good questions engender other good questions.
  4. 4. Creating Essential Questions WEB ADDRESS SUMMARY REVELATIONS Galileo.org Educational The article lists components of I found the idea of Network essential questions which essential questions ©1993-2007 Essential include: develop foundational helping indentify the Questions created knowledge, invite individual unique gifts and perspectives, foster the perspectives of By Pat Clifford and Sharon development of deeper individuals in an Friesen understanding , promote educational setting novel “Essential Questions develop individuality within a group as and interesting. If we are foundational understandings. well as a sense of community, to prepare students for They provide the and stimulate imagination, and real life, it is important to fundamental organizing creates a bridge between the learn that what they have principles that bound an known and unknown. to contribute is important; inquiry and guide the that unique perspectives development of meaningful, lead to new knowledge authentic tasks.” and discoveries. http://www.galileo.org/tips/es sential_questions.html
  5. 5. From Trivial Pursuit to EssentialQuestions and Standards-BasedLearningWEB SUMMARY REVELATIONSADDRESSFrom Now On Asking questions which have no meaning In life and the workplace,The Educational or purpose is a fruitless endeavor. Just projects are not typicallyTechnology because a question is hard to answer divided into disciplines such asJournal doesn’t mean it provokes thought. Math, English, and SocialVol 10|No Essential questions cause students to Studies. Cross disciplinary5|February|2001 think about why information is important problems are more suited to as opposed to having them obtain authentic learning experiences,by Jamie knowledge without regard for it’s once students have a base ofMcKenzie usefulness. Essential questions help knowledge to use to draw from“There is a huge students understand phenomenon, and build on.difference between issues and events. They don’t haveknowledge on the simple answers. I had never heard the termone hand and “infotective” before reading thisunderstanding or article. It would be a great terminsight on the to use with students toother hand.” describe what they should be doing as they search for thehttp://www.fno.org/f answers to questions.eb01/pl.html
  6. 6. Framing Essential QuestionsWEB ADDRESS SUMMARY REVELATIONSFrom Now On In addition reiterating descriptive Guiding researchVol 6 |No 1| information about essential with thoughtSeptember| 1996 questions, Framing Essential provokingFraming Essential Questions discusses how students questions andQuestions can actually break these broad teaching students“Essential questions set questions down into “subsidiary” how to generatestudents and staff free questions. Forming smaller essentialfrom this tedious and questions based on the main questions on theirwasteful ritual. question and categorizing them will own will go a longResearch becomes help students use research to way towardsmotivating and actually learn instead of just find supportingmeaningful.” information. Some of the questions success in higherhttp://www.fno.org/sept will be posed as hypotheses and education and jobs96/questions.html suppositions which may or may not which require be supported by research. Even if workers to solve the research doesn’t support the problems and e hypotheses, students learn. innovative.
  7. 7. Classroom Strategies to EngenderStudent Questioning WEB ADDRESS SUMMARY REVELATION S From Now On The Educational Several strategies for The methods used Technology Journal stimulating the processing to teach students FILLING THE TOOL BOX of information and how to use the understanding are tools presented Classroom Strategies to Engender presented. Generating were ways teachers Student Questioning essential questions, in a traditional “As one of the primary goals of categorizing, selecting the classroom can use education is to develop autonomous right type of question, to foster critical but interdependent thinkers, students developing a taxonomy, thinking. I thought deserve frequent opportunities to test taking strategies, the method of shape and direct classroom inquiry. To question stems, and telling students how fuel this inquiry, it is also essential that problem solving heuristics much time they we validate the importance of curiosity are some of the should think about in the process of learning. While questioning tools teachers a question before curiosity may have killed the cat, there can equip students with to answering was a is no reason for us to kill curiosity.” shift their classrooms from really good “mastery and technique for © 1986 by Jamie McKenzie, Ed.D. memorization” encouraging and Hilarie Bryce Davis, Ed.D. all rights environments to deeper thinking reserved. authentic learning instead of “off the http://www.fno.org/toolbox.html environments. top of my head”
  8. 8. A Questioning ToolkitWEBSITE SUMMARY REVELATIONSFrom Now On Subsidiary questions, when Teaching individuals toThe Educational answered, help us understand think using essentialTechnology Journal the Essential question they are and subsidiaryVol 7|No 3|November- derived from. A questioning tool questions beginning atDecember|1997 kit describes each type of Kindergarten level question, the components, would change education A Questioning Toolkit keyword, and circumstances entirely. Mastery and“If we were to draw a cluster each is best suited for. Some of memorization have itsdiagram of the Questioning the types of subsidiary place at the earliestToolkit, Essential Questions questions are Hypothetical, levels of education sowould be at the center of all Telling, Planning, Organizing, that students have athe other types of questions. Probing, Sorting and sifting, solid base to build on.All the other questions and Clarification, and Strategic. Applying the questioningquestioning skills serve the Each type will shed light on a toolkit as early as it canpurpose of "casting light different aspect of the essential be applied and where itupon" or illuminating question. can be used wouldEssential Questions.” This article promotes making change the wayhttp://www.fno.org/nov97/to questioning toolkits available students viewolkit.html near computers and research education. It would areas beginning at seem that this view Kindergarten to help them would be more positive develop questioning techniques and motivate students to before high school. become active learners.

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