Curriculum-Framing Questions

1. Curriculum-Framing Questions How can I create more effective questions? How can these questions help guide my teaching and unit planning? How can I help others develop good questions?

2. Research on Learning and Cognition “Expert knowledge is organised…Their knowledge is not simply a list of facts and formulas that are relevant to the domain; instead, their knowledge is organised around core concepts or ‘big ideas’ that guide their thinking about the domain.” - Bransford, et. al., How People Learn, p. 24

3. Why do we have Essential Questions? • Simply applying eLearning/ICT to tried-and-true projects can lead to less learning • The use of eLearning/ICT enables students to work better, faster, smarter, or more in-depth than when using traditional tools – so we should provide them with more challenging tasks • Projects need to include reflection, evaluation, analysis, or synthesis of the subject matter – not just identification, definition, or reiteration of facts

4. Why do we have Essential Questions? • “Technology is most powerful when used as a tool for problem solving, conceptual development, and critical thinking. • With technology, students can spend…more time creating strategies for solving complex problems and developing a deep understanding of the subject matter.” SOURCE: “The Learning Return on our Educational Technology Investment” by Cathy Ringstaff and Loretta Kelley, WestEd

5. We have Essential Questions in order to… • Focus teachers (and students) on the important, engaging, “big picture” questions • Target higher order thinking skills • Help teachers design units that help their students think deeply about the subject

6. Asking Questions is Contagious… • It promotes authentic learning, which encourages students to ask more questions • Students are more likely to become self-directed learners because they are interested in the answers • Students see the connections between the subject being taught and their world—it can change their whole outlook on what education is about

7. Dealing with the “yes, but…” • “I have to teach to the test” • To develop competence, students must: • Have a deep foundation of factual knowledge • Understand facts and ideas in a conceptual framework • Organise knowledge in ways that facilitate retrieval and application • “I have to cover so much” • Teaching for understanding is key to recall • Instead of “aimless activity and “superficial coverage,” focus on goals related to big ideas and complex performance • Move beyond micro-managing instruction via overly-fragmented and isolated lessons and activities From Understanding by Design Workshop

8. How do Content, Unit, and Essential Questions support learning?

9. Example of How Different Unit Questions in One Classroom Can Support a Single Essential Question Early Explorers Unit Question: Why leave one’s home and family to make a new life in a strange land? Civil War Unit Question: Why would someone fight to the death against brother, neighbour, and friend? French Revolution Unit Question: What could move the masses to revolt? How did the French Revolution change their world and yours? Essential Question What does it take to change the world?

10. Example of How Different Unit Questions in One Classroom Can Support a Single Essential Question SOSE/HSIE Unit Question: How does war create change in the economy? Language Arts Unit Questions: In literature, how do the characters in Lord of the Flies respond to conflict? Why do humans often react to conflict with violence? How does Lord of the Flies help us to understand our complex human nature? Science Unit Question: How do animals adapt to a changing environment? Essential Question How does conflict produce change?

11. Hints for Writing Essential and Unit Questions • Brainstorm questions on your own, then work with other teachers, or your own students, to refine them. • There tend to be more How and Why Essential and Unit Questions than those beginning with What, Who, or When. • Stay away from questions asking for definitions or an understanding of a “simple” process • Ask yourself if the question has basically only one, or one narrow group, of correct answers—if it does, it is not an Essential or Unit Question. • What is the life cycle of a frog? • Who was Mozart? • Will it take time to fully understand and answer the question? Is the question still being studied by scientists, philosophers, or poets? If yes, then you probably have a great question.

12. Hints for Writing Essential and Unit Questions • Not so simple, but important, tips… • Think about why that topic is important to teach. Think about the compelling questions that scholars have asked throughout time. How have human beings acquired the knowledge that we now want to impart to our students? • Why is the universe the way it is? • How does this subject fit into the “real world”? What connections can you make to the students’ lives? • What makes my body work? What causes disease? What can I do to keep my body healthy and strong?

13. What fact-focused questions do you expect your students to be able to answer? What is the end What open-ended product, the What definitions “Unit Question” could be learning outcomes, should they know? asked to promote that you want them higher-order to achieve? thinking skills? What will students be able to know What big-picture/global and do as a result “Essential Question” of this experience? could be asked to promote Are your questions higher-order still relevant? thinking skills? Can they be What outcomes revised to are you targeting? better promote How will students and enhance provide evidence student learning? that they are achieving What learning understanding? What is your Unit about? experiences, What is the topic? activities, and How will you teaching evaluate that will promote evidence? that learning? How will you engage your students? Remember: The Creation of Good Questions and a Good Unit is an Iterative Process