Essential questions have been asked throughout history to help explain the universe and analyze the world. However, recent education has focused more on memorization and research rather than deeper thinking. Effective essential questions get at what it means to be human and help students think critically about what they are learning rather than just answering superficial questions. Grouping essential questions thematically can help provide an overarching framework for units of study.
The document discusses strategies for developing essential questions to guide learning. It explains that essential questions arise from curiosity and help make connections between concepts and experiences. The document also provides examples of ways to incorporate essential questions into classroom learning, such as by having students generate their own questions about new topics or assignments in order to increase engagement. It advocates giving students time to explore questions in depth rather than expecting immediate answers. Overall, the document promotes the use of essential questions to promote critical thinking and help students find meaningful answers.
This document provides information about a group project on Abraham Lincoln that students will complete. Students will be split into groups and assigned a time period of Lincoln's life to research. They will use approved websites to fill out a worksheet and create a PowerPoint presentation. Following group presentations, there will be a quiz. The project aims to develop 21st century skills and teach students about appropriate internet use and creating presentations.
Pearls of Wisdom: Practical Advice for Seniors Buffy Hamilton
This document provides practical advice from professors and librarians to help students succeed academically in college. It offers tips on communication, such as using formal language in emails to professors. Students are encouraged to utilize library resources, ask for help from librarians who are trained to assist with research. Additional advice includes attending class, taking notes, and reading the syllabus carefully. Critical thinking is emphasized as an important skill to develop.
This document summarizes a webquest activity for students to research Abraham Lincoln in groups. Students will be assigned a time period of Lincoln's life and complete worksheets and a presentation. They will use approved websites for research and develop skills like critical thinking, teamwork, and compromise. The teacher will assess students on content knowledge, computer use, delegation of work, organization, and writing. The goal is for students to learn about Lincoln and develop 21st century skills through group research and presentations.
This document provides instructions for a group project on Abraham Lincoln. Students will be split into groups and assigned a time period of Lincoln's life to research. Each group will use approved websites to gather information and fill out a worksheet. Groups will then present their findings in a 5 minute PowerPoint presentation. Following the presentations, there will be a quiz over Lincoln's life. The document outlines the project steps and provides evaluation criteria for assessing students' work.
This WebQuest assigns students historical mathematicians and tasks them with researching the mathematician and presenting their findings to the class. It provides resources for students to research four important mathematicians. The WebQuest evaluates students based on how well organized, thorough, and engaging their presentations are. It aims to educate students on the important contributions of historical mathematicians.
This document provides information and instructions for a webquest assignment for 6th grade social studies students. The assignment involves having students research countries around the world in groups. Each group will be assigned a country to research and present on. Students will write a 2-3 page research paper and create a video presentation on their assigned country. The presentation will teach the class about the country's flag, government, culture, food and other topics. Students will have class time and time outside of class to complete the assignment over 3 weeks before presenting their findings.
This document provides instructions for a webquest assignment for 6th grade social studies students. Students will work collaboratively in groups to research an assigned country, writing a 2-3 page research paper and creating an informational video. They will present their findings to the class by showing their video and sharing a traditional food from their country. The assignment aims to teach students about different characteristics of countries around the world and how to properly cite sources. Resources provided include websites for research and guidelines on fair use of copyrighted materials like images and music. Rubrics are included to evaluate students' mastery of content, organization, source citation, and workload distribution.
The document discusses strategies for developing essential questions to guide learning. It explains that essential questions arise from curiosity and help make connections between concepts and experiences. The document also provides examples of ways to incorporate essential questions into classroom learning, such as by having students generate their own questions about new topics or assignments in order to increase engagement. It advocates giving students time to explore questions in depth rather than expecting immediate answers. Overall, the document promotes the use of essential questions to promote critical thinking and help students find meaningful answers.
This document provides information about a group project on Abraham Lincoln that students will complete. Students will be split into groups and assigned a time period of Lincoln's life to research. They will use approved websites to fill out a worksheet and create a PowerPoint presentation. Following group presentations, there will be a quiz. The project aims to develop 21st century skills and teach students about appropriate internet use and creating presentations.
Pearls of Wisdom: Practical Advice for Seniors Buffy Hamilton
This document provides practical advice from professors and librarians to help students succeed academically in college. It offers tips on communication, such as using formal language in emails to professors. Students are encouraged to utilize library resources, ask for help from librarians who are trained to assist with research. Additional advice includes attending class, taking notes, and reading the syllabus carefully. Critical thinking is emphasized as an important skill to develop.
This document summarizes a webquest activity for students to research Abraham Lincoln in groups. Students will be assigned a time period of Lincoln's life and complete worksheets and a presentation. They will use approved websites for research and develop skills like critical thinking, teamwork, and compromise. The teacher will assess students on content knowledge, computer use, delegation of work, organization, and writing. The goal is for students to learn about Lincoln and develop 21st century skills through group research and presentations.
This document provides instructions for a group project on Abraham Lincoln. Students will be split into groups and assigned a time period of Lincoln's life to research. Each group will use approved websites to gather information and fill out a worksheet. Groups will then present their findings in a 5 minute PowerPoint presentation. Following the presentations, there will be a quiz over Lincoln's life. The document outlines the project steps and provides evaluation criteria for assessing students' work.
This WebQuest assigns students historical mathematicians and tasks them with researching the mathematician and presenting their findings to the class. It provides resources for students to research four important mathematicians. The WebQuest evaluates students based on how well organized, thorough, and engaging their presentations are. It aims to educate students on the important contributions of historical mathematicians.
This document provides information and instructions for a webquest assignment for 6th grade social studies students. The assignment involves having students research countries around the world in groups. Each group will be assigned a country to research and present on. Students will write a 2-3 page research paper and create a video presentation on their assigned country. The presentation will teach the class about the country's flag, government, culture, food and other topics. Students will have class time and time outside of class to complete the assignment over 3 weeks before presenting their findings.
This document provides instructions for a webquest assignment for 6th grade social studies students. Students will work collaboratively in groups to research an assigned country, writing a 2-3 page research paper and creating an informational video. They will present their findings to the class by showing their video and sharing a traditional food from their country. The assignment aims to teach students about different characteristics of countries around the world and how to properly cite sources. Resources provided include websites for research and guidelines on fair use of copyrighted materials like images and music. Rubrics are included to evaluate students' mastery of content, organization, source citation, and workload distribution.
Lilacpop jewelry and photography features jewelry made from vintage machine parts by Janna Bissett. Bissett combines materials like cash registers, typewriters, and erector sets with crystals to create pieces. Bissett also takes fine art photographs of nature, cities like Detroit, landscapes, fashion, and industrial themes.
Lauku mākslinieciskās pašdarbības atspoguļojums reģionālajā presē: novadu kul...Janis Daugavietis
Latvijas Kultūras akadēmijas Starptautiskā zinātniskā konference „Kultūras krustpunkti 2013”. Latvijas Kultūras akadēmija, Zirgu pasts. Rīga, 2013.gada 2. novembris
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre Moscú y privar al Kremlin de fondos para financiar su guerra.
Radiostaciju piedāvājums – tirgus nosacījumi radioklausītāju gaidasJanis Daugavietis
Muzikālās gaumes un LV radiostaciju piedāvājums.
Prezentācija no pasākuma CELMLAUZIS (RADIO UN TELEVĪZIJAS DIENA).
RīgaTV 24, Blaumaņa iela 32-1A, Rīga.
The document encourages the reader to click the "Like" button by promising free Christmas items and questioning why the reader hasn't clicked it yet, asserting they must love Christmas as much as others. It repeatedly urges the reader to go ahead and click the button now.
Paper for ESA (European Sociological Association ) 11th Conference in Turin. 2013.08.31.
In contemporary theory of cultural policy there is a popular assumption about role of arts in social development. The local cultural assotiations can be powerful actors in revitalization, civic engagement, community-building, etc. Cultural participation is viewed as a source of social capital, which in turn contributes to social cohesion and building better environment. The two most popular Latvian amateur arts forms are choral singing and participation in folk dance ensembles. Their popularity is a result of established national tradition - singing is regarded as one of the most important Latvian cornerstones of the nation's identity. The other factor is administration of culture which is largely inherited from the USSR without any significant structural transformations. Cultural policy is still dominated by paternalistic model in which the state continues to undertake responsibility and control of certain professional and amateur art forms. Government is responsible for the delivery of culture and certain art activities (amateur singing and dancing are among them) to the masses. Maintaining network of cultural houses and hiring amateur collective conductors are dominant type of support. Therefore the government nourished choirs and dance ensembles do not meet requirements to be regarded as associations of free citizens. They are rather groups of amateurs in ‘residential care’ than active and self-organizing art or cultural communities from whose artistic practices we can hope to get additional social capital and input in local social development.
This document provides prompts and guidelines for writing about various topics in multiple paragraphs. It includes sections titled "Favourite Subject," "Hobbies/Sports," "My Bedroom," "My Favourite TV Show," "Last Holidays," "Favourite Teacher," "Best Friend," "Last Birthday Party," and "Favourite Book." For each section, it provides bullet points of information to include and descriptive elements to focus on to comprehensively discuss the topic in 3 sentences or less.
Este documento describe un programa de una semana en Londres sobre liderazgo estratégico y desarrollo de talento organizado por Latam Business School. El programa incluirá discusiones sobre estos temas con profesores expertos y visitas a empresas. El objetivo es ayudar a los participantes a desarrollar modelos de talento y liderazgo para impulsar el éxito de sus organizaciones.
The document summarizes 7 different articles about essential questions. The articles discuss defining characteristics of essential questions, comparing them to research questions, examples of how teachers can develop and use essential questions in the classroom, and databases of different types of questions. Overall, the articles emphasize that essential questions promote deeper thinking than typical textbook questions and can be applied across different subject areas.
The documents discuss essential questions, which make students think more deeply about a topic rather than just looking up simple answers. Essential questions do not have yes or no answers and require research and thought to fully respond to. Developing essential questions engages students' curiosity and helps define what it means to be human. The documents recommend having students help generate essential questions for a topic as this makes them more invested in finding answers through additional research.
This summary provides an overview of the key points from the document:
The document discusses essential questions and how they can be used to spark meaningful learning and engagement. It describes essential questions as inquiries that help students gain understanding of their surroundings, explore knowledge, and spark imagination. Additionally, the document outlines how essential questions can be incorporated into curriculum through activities like interviews, book reports, and establishing an environment where students feel comfortable brainstorming and questioning.
The document discusses essential questions and strategies for developing them. Essential questions require higher-order thinking like evaluation, synthesis, and analysis. They have no definite answers, spark curiosity, and promote deeper understanding over time. Effective essential questions engage students in real-world problem solving across disciplines and get at the heart of a subject. Teachers can help students learn by modeling question-framing and providing tools to guide inquiry.
Lilacpop jewelry and photography features jewelry made from vintage machine parts by Janna Bissett. Bissett combines materials like cash registers, typewriters, and erector sets with crystals to create pieces. Bissett also takes fine art photographs of nature, cities like Detroit, landscapes, fashion, and industrial themes.
Lauku mākslinieciskās pašdarbības atspoguļojums reģionālajā presē: novadu kul...Janis Daugavietis
Latvijas Kultūras akadēmijas Starptautiskā zinātniskā konference „Kultūras krustpunkti 2013”. Latvijas Kultūras akadēmija, Zirgu pasts. Rīga, 2013.gada 2. novembris
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre Moscú y privar al Kremlin de fondos para financiar su guerra.
Radiostaciju piedāvājums – tirgus nosacījumi radioklausītāju gaidasJanis Daugavietis
Muzikālās gaumes un LV radiostaciju piedāvājums.
Prezentācija no pasākuma CELMLAUZIS (RADIO UN TELEVĪZIJAS DIENA).
RīgaTV 24, Blaumaņa iela 32-1A, Rīga.
The document encourages the reader to click the "Like" button by promising free Christmas items and questioning why the reader hasn't clicked it yet, asserting they must love Christmas as much as others. It repeatedly urges the reader to go ahead and click the button now.
Paper for ESA (European Sociological Association ) 11th Conference in Turin. 2013.08.31.
In contemporary theory of cultural policy there is a popular assumption about role of arts in social development. The local cultural assotiations can be powerful actors in revitalization, civic engagement, community-building, etc. Cultural participation is viewed as a source of social capital, which in turn contributes to social cohesion and building better environment. The two most popular Latvian amateur arts forms are choral singing and participation in folk dance ensembles. Their popularity is a result of established national tradition - singing is regarded as one of the most important Latvian cornerstones of the nation's identity. The other factor is administration of culture which is largely inherited from the USSR without any significant structural transformations. Cultural policy is still dominated by paternalistic model in which the state continues to undertake responsibility and control of certain professional and amateur art forms. Government is responsible for the delivery of culture and certain art activities (amateur singing and dancing are among them) to the masses. Maintaining network of cultural houses and hiring amateur collective conductors are dominant type of support. Therefore the government nourished choirs and dance ensembles do not meet requirements to be regarded as associations of free citizens. They are rather groups of amateurs in ‘residential care’ than active and self-organizing art or cultural communities from whose artistic practices we can hope to get additional social capital and input in local social development.
This document provides prompts and guidelines for writing about various topics in multiple paragraphs. It includes sections titled "Favourite Subject," "Hobbies/Sports," "My Bedroom," "My Favourite TV Show," "Last Holidays," "Favourite Teacher," "Best Friend," "Last Birthday Party," and "Favourite Book." For each section, it provides bullet points of information to include and descriptive elements to focus on to comprehensively discuss the topic in 3 sentences or less.
Este documento describe un programa de una semana en Londres sobre liderazgo estratégico y desarrollo de talento organizado por Latam Business School. El programa incluirá discusiones sobre estos temas con profesores expertos y visitas a empresas. El objetivo es ayudar a los participantes a desarrollar modelos de talento y liderazgo para impulsar el éxito de sus organizaciones.
The document summarizes 7 different articles about essential questions. The articles discuss defining characteristics of essential questions, comparing them to research questions, examples of how teachers can develop and use essential questions in the classroom, and databases of different types of questions. Overall, the articles emphasize that essential questions promote deeper thinking than typical textbook questions and can be applied across different subject areas.
The documents discuss essential questions, which make students think more deeply about a topic rather than just looking up simple answers. Essential questions do not have yes or no answers and require research and thought to fully respond to. Developing essential questions engages students' curiosity and helps define what it means to be human. The documents recommend having students help generate essential questions for a topic as this makes them more invested in finding answers through additional research.
This summary provides an overview of the key points from the document:
The document discusses essential questions and how they can be used to spark meaningful learning and engagement. It describes essential questions as inquiries that help students gain understanding of their surroundings, explore knowledge, and spark imagination. Additionally, the document outlines how essential questions can be incorporated into curriculum through activities like interviews, book reports, and establishing an environment where students feel comfortable brainstorming and questioning.
The document discusses essential questions and strategies for developing them. Essential questions require higher-order thinking like evaluation, synthesis, and analysis. They have no definite answers, spark curiosity, and promote deeper understanding over time. Effective essential questions engage students in real-world problem solving across disciplines and get at the heart of a subject. Teachers can help students learn by modeling question-framing and providing tools to guide inquiry.
This document provides a summary of several resources on essential questions. The summaries highlight that essential questions engage student imagination, help make connections between concepts, and require deeper investigation beyond single answers. However, the documents also reveal that essential questions are sometimes harder to write for science subjects compared to other disciplines. Overall, the resources emphasize that essential questions promote deeper learning when they encourage students to ask their own questions and work collaboratively to find multiple perspectives on a topic.
The document discusses essential questions and how they differ from trivial questions. Essential questions require deeper thought and have no simple or definite answer. They engage critical thinking and imagination. Several articles explore the traits of essential questions, such as addressing important topics, evolving over time, and frustrating researchers. The summaries emphasize that essential questions spark curiosity and make learning more meaningful compared to just looking up answers.
The document summarizes information from three websites about essential questions. It restates the key points from each website, such as that essential questions develop foundational understandings, arise from people's attempts to learn about the world, and allow exploration of the connection between personal experience and objective dimensions of the world. The document also notes things learned, such as that essential questions are at the boundary of known and unknown. Overall, the summary emphasizes that essential questions motivate meaningful inquiry, provide motivation for research, and help make meaning of life events.
Problem Based Learning in the Social StudiesGlenn Wiebe
This document discusses problem-based learning (PBL) in social studies education. It provides examples of PBL projects and driving questions. It also outlines some key characteristics of effective PBL, including that problems should be ill-structured, encourage collaboration, and provide scaffolding and access to appropriate tools. PBL is presented as a way to make learning more authentic, student-centered, and emotionally engaging by connecting it to real-world problems.
20110816 learning files questioning the questionslievle
The learning files are an initiative of the Zambian National CPD Task Team. They are written by and for the Zambian Colleges of Education and deal with topics that concern education in general and education in colleges more specifically. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a certain problem. Some guidance and ideas on how to do CPD on this topic are included. In this case: questioning the questions.
The book Make it Stick outlines research-backed learning techniques that are more effective than commonly believed methods. It discusses generative learning, retrieval practice, spaced repetition, interleaving topics, and varied practice as superior to massed practice, rereading, and "errorless" learning. While learning preferences exist, learning styles are not supported by research. Mental models and generating one's own explanations are emphasized as combating the "illusion of knowing" without true understanding. The goal is for students to understand and apply knowledge, not just complete tasks or feel familiar with material.
This document summarizes and reviews several websites about developing essential questions. The first site discusses the components of effective essential questions, such as connecting to multiple disciplines and exploring topics together. The second site criticizes trivial questions and promotes questions that require critical thinking without prior knowledge. The third site highlights strategies from its toolbox, such as assigning daily questions and developing unanswerable questions. In the end, the document emphasizes the importance of asking good questions rather than excessive information.
This document summarizes several articles on the topic of essential questions. It discusses how essential questions can spark curiosity, engagement, and deeper understanding among students. The articles provide examples of essential questions and strategies for incorporating them into lesson plans and curriculum. They also emphasize the importance of creating a classroom environment where students feel comfortable asking questions.
This document contains Ali Saleh's research process log for his research project on empathy in non-human primates. In the past week, he completed preliminary research and found 7 sources. He is currently working on finalizing his research proposal and doing additional preliminary research to find more sources. His next steps are to continue research, take notes, and meet with his professor for feedback. The main challenges have been narrowing his topic and allocating time for research.
1. The document discusses strategies for facilitating online discussions, including asking probing questions, providing feedback, and dealing with lurkers or dominating students.
2. It also covers establishing guidelines for discussion participation like required posts per week and deadlines. Setting clear expectations can encourage participation.
3. Making students responsible for leading certain aspects of the discussion, such as creating questions or facilitating websites, can increase engagement and help students take ownership over their learning.
This document is a research paper by Joshua Sheridan for a class on instructional technology. It summarizes various learning theories including behaviorism, cognitivism, and constructivism. It also discusses theorists like Skinner, Gagne, Piaget, Vygotsky, and Bloom. The paper argues that developing creativity and right brain thinking will be important for students' futures based on the ideas of Daniel Pink. The conclusion states that the author's final project will be a series of mini-lessons illustrating vital concepts about creativity and prosperity in the 21st century.
This chapter discusses the power of questions to invite learning and foster human connection. It argues that asking questions comes naturally to humans and is how we learn from a young age through curiosity and engaging with others. The brain's natural tendency is bottom-up processing to find things of interest, which can then lead to top-down processing when we focus our attention. Questions remind us that learning is wired into our brains and tapping into curiosity invokes engagement. Questions also build relationships as they demand responses and connect people in conversations. Effective teachers use questions strategically to engage students and encourage dialogue rather than monologue. Questions are key to educational change by focusing thinking and driving critical conversations.
The document summarizes the process of developing and realizing an idea for a media project on reflecting gender gaps in the film industry. It describes how the author initially struggled to settle on a clear idea due to overthinking feedback and losing confidence. Through further reading, discussion, and focusing on a single research question, the author was able to develop the idea of exploring why there are so few female directors. Interviews were conducted but not fully utilized in the final 5-8 minute film, which instead focused on exploring the topic through an academic lens of auteur theory.
The document discusses three key principles of cognition and how they relate to teaching and student learning:
1. Memory is the residue of thought - what students think about during a lesson is what they will remember. Teachers should design lessons to ensure students are thinking about the intended content.
2. Factual knowledge precedes skill - background knowledge is essential for reading comprehension, critical thinking, and future learning. Teachers should actively build students' background knowledge.
3. Stories aid memory - the human mind learns best through stories. Teachers should structure lessons like stories whenever possible to maximize student engagement and memory of the content.
Week 4 Using The Social Web For Social Change - Elluminate (#bgimgt566sx)Christopher Allen
Presentation for the live Elluminate session for week two of the BGI (Bainbridge Graduate Institute) course "Using the Social Web for Social Change". Topic "Personal Brand, Profiles, Social Networking & Blogging", including Social Network Theory, Basic Concepts, Dunbar Number, Social Network Services, Types, Demographics, MySpace, Facebook, Twitter, LinkedIn, Ning
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
3. Galileo: Creating Essential Questions
Resource URL: Information Summary: Reflection:
Essential questions have
I have heard of and used
been around since the
essential questions before
dawn of humankind.
however, I have never
These question help us
thought of essential
http://www.galileo.org/ analyze the world around questions from the
us and think deeply about
tips/essential_questions standpoint of early man
what, why, or how things
.html asking these questions to
are. Essential questions
explain the universe. This
reach beyond basic
gives me a new perspective
knowledge to explain
on essential questions and
things completely our at
a greater appreciation.
least as far as we are able.
4. From Trivial Pursuit to Essential Questions and
Standards-Based Learning
Resource URL: Information Summary: Reflection:
This article explains
“Essential questions
essential questions as not
require our best thinking
just “deep thought”
and touch on those matters
questions but ask
that define us as humans.”
questions that really
http://www.fno. Its not the knowledge of
matter to our human
what something is but is
org/feb01/pl.ht an understanding of what
understandings of the
universe and the human
ml something is and how it
condition. I used to think
relates to everything else.
of Essential Questions as
Essential questions speak
just thought provoking
to the human condition
questions. I now see that it
and resonate in the soul.
is a lot more than that.
5. Framing Essential Questions
Resource URL: Information Summary: Reflection:
Essential questions have
been asked throughout I didn’t get much new
time but, schools have knowledge from this
focused in recent decades article. It just reiterated
http://www.fno.org on research and repeat some of my personal
system of instruction. feelings about the
/sept96/questions. Essential questioning educational system. There
html teaches students to has been too much report
research and think about writing and not enough
what they are researching thinking about what it all
and the answers they are means.
giving.
6. FILLING THE TOOL BOX
Resource URL: Information Summary: Reflection:
Begin units or projects
with a list of student
I had never thought about
generated questions that
having the students draft
can be answered
the questions for the next
throughout the unit.
days discussion. It is an
Students will learn new
interesting concept. I just
types of questions and
http://www.fno.org worry about some of the
begin to use different
/toolbox.html questions I would get from
styles of questions for
some of my students. I
different uses. Let
also like the five minute
students formulate
questions. That would be a
questions for homework.
good lesson starter each
Write questions that take
day.
5-10 minutes to think of
the answer.
7. A Questioning Toolkit
Resource URL: Information Summary: Reflection:
Essential questions are at
the heart of the search for Once students become
truth. School should spend proficient at writing
less time preparing for essential questions then
http://www.fno.org trivial pursuit and more they can begin asking
/nov97/toolkit.html time asking thought themselves subsidiary
provoking questions. questions that will lead to
Subsidiary questions the answer of their
combine to answer essential question.
essential questions.
8. Parenting for an Age of Information
Resource URL: Information Summary: Reflection:
Students today don’t know
what questions to ask and
Parent and teachers should
they definitely don’t know
be modeling the spirit of
how to make decisions. I
inventiveness and feeding
think today’s children have
imagination. Student
far more choices posed to
should experiment. Make
http://www.fno.org them than prior
sure children have
generations but, their
/parenting/outline. unstructured time to
ability to process those
become inventive. The
html decisions seems to be
should learn how to
lacking. They seem to
construct questions. They
make a random choice and
should also learn how to
see what happens. I felt
make decisions and
this article was right on the
choices.
money with a lot of its
suggestions.
9. Themes & Essential Questions
Resource URL: Information Summary: Reflection:
This is how I structure my
world history courses in
Essential questions should
http://web001.gree be themed for each unit, or
middle school. I make
sense to write and group
ce.k12.ny.us/acade other specified transition
your questions together by
mics.cfm?subpage= in instruction. These
theme. They could even be
themed questions set up
923 the framework for the unit.
use as goals at the
beginning of a chapter or
unit.
10. Essential Questions
Resource URL: Information Summary: Reflection:
If essential questions are
well written, no one will
Many of these sites have
have the right answer all
the same information.
the time. Teachers and
This site borrows from
students be a problem-
http://www.tnellen. Jamie McKenzie of From
solving team. “You can
Now On.org. The big
com/alt/essential.h encourage essential
suggestion is to build a
questioning by replacing
tml toolkit to help formulate
"what" questions with
the essential questions
"how" and "why." "How"
that teachers and students
and "why" questions
can use.
require more than a simple
yes or no answer. “
11. Essential Questions Resources
Resource URL: Information Summary: Reflection:
I had to include this
Provides Inquiry-Based
website because of the
http://www.ecarter. learning resources. Site
multitude of resources it
k12.mo.us/dept/ele also contains two
has to offer both in
WebQuests to teach
mentary/fourthgrad Essential Questioning. Has
Essential Questioning and
Project-Based learning.
e/ccrites/essentialq a list of sample essential
There are lots of tools and
uestions.html questions by subject and
training aids to be had. It
grade level.
is a good one to bookmark.