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4 Steps to identify the essentials of what students learn in our rooms

Learn how to define and engage students in essential learning through the use of essential questions. Discover the 4 steps to identifying the essentials of what students learn in our classrooms and differentiate instruction effectively. Explore 21st-century curriculum models and the key components of curriculum formation. Create essential questions that challenge and intrigue students, sparking curiosity and promoting higher-level thinking, decision-making, and problem-solving. Break down essential questions into unit questions for deeper exploration. Find out when it is acceptable for a nation to cause misfortune for others and how governments can balance rights with the common good, among other thought-provoking inquiries.

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4 Steps to identify the essentials of what students learn in our rooms

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  1. 4 Steps to identify the essentials of what students learn in our rooms Yes, essential questions are one of those steps!

  2. Why Differentiate • Activity

  3. blooms

  4. How many are submitting lesson/unit plans and how closely aligned to our planning form?

  5. The Power of essential questions21st Century Curriculum Model

  6. Define the Key Components of Curriculum Form Objectives for What Students Will Know, Be Able to Do, and Understand 4 Steps to defining the essentials of curriculum

  7. Look for the conceptual learning

  8. 3. Create Essential Questions What are the concepts embedded in the curriculum? These form the journey through the curriculum These should cause students to generate more questions than answers They should engage students in higher levels of thinking and conversation, decision making, and problem solving Answering an essential question is a process, not an end product! They should be open-ended and written in ways that challenge and intrigue the students in discourse They should spark curiosity, provoke wonder, and use the skills of inference and interpretation. 4. Create unit questions that break down the essential question 4 Steps to defining the essentials of curriculum

  9. When is it ok to cause others misfortune for the benefit of our nation? Can we learn from our past? Are there always two sides to an issue? Can old wounds really be healed? When is the use of power justifiable? Why are ethics overlooked by nations? How long does memory last? When is a democracy no longer a democracy? When does the power of a nation outweigh the needs of a few? What is worth fighting for? How should governments balance the rights of individuals with the common good? Why do people move? Some examples using SSSS

  10. Teachers ask questions for different reasons in the U.S. and in Japan. In the U.S., the purpose of a question is to get an answer. In Japan, teachers pose questions to stimulate thought. A Japanese teacher considers a questions a poor one if it elicits an immediate answer, for this indicates that students were not challenged to think. Are the complex texts I’m selecting (or really everything I’m having students do in class) helping students gain better understandings around the essential question(s)? Is the text helping them formulate their own answers? So the big question

  11. The differentiator

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