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I like the idea that there is no definitive answer to a well crafted essential question. That depending on where/when/whom it is asked, the answer will always be different.

I see there is a lot of confusion or disagreement about what a good essential question is.

The EQ reminds me how a curious learner might approach a topic or subject. As they learn more they can still ask the same question. It's not about mastery but about the joy of research, inquiry, thinking, deducing or inferring and all driven by the EQ.

As I read this article, I found that it connected project-based learning and EQ's together. It emphasized the importance of general questions that require inquiry, thought, and group discussions. It makes me want to look at my unit and come up with one-two over arching questions, and put them up in the classroom. Throughout the unit, I would reference the question and as we learned/discovered more about our topic of study, the students would be able to dig deeper and deeper into the EQ. (Just like project-based learning, where students are given problems and work to find a solution over time). By the way, I am pretty sure that I own the book that was referenced in this article. If anyone wants to borrow it, please let me know.

I find Wiggins and McTighe's views thought provoking. I've read some of their book...Understanding by Design. The framework they use is backwards. They recommend beginning with the essential questions which link to the understanding, then determine the assessment, and lastly develop your activities. I like this idea...it forces the designer to focus on the understandings and essential questions throughout the entire design process. I would like to keep my focus on my essential questions and what I want my students to truly understand.

I think this article reflects the importance of learning through inquiry and exploration that many of us value, especially as teachers of younger learners. The idea of an essential question being something pointed but allowing for a lifetime of thought or study is one that I'm sure many of us would hope our essential questions might capture. However, I struggle to visualize how this would look in a first grade classroom. When would we share these questions with our students, or would we not? Are these questions for us to build our lessons around or are they something we would like our students to attempt to answer in a concrete way at some point during a unit? Must they be subject specific or are there more general lines of inquiry that could be applied across the curriculum? I would be interested to read examples of effective essential questions that fall within this description that have been used with younger students, and what kind of learning this has led to.

This is a great resource! So many valuable questions that apply to what we teach. For example, a repetitive theme throughout second grade history is "whom do we believe?" and the kids begin to internalize this question. When it comes up in our Pocahontas at the end of the year, students often relate it to Greek myths at the beginning of the year.

My favorites were: "Whose story is it?" "What does it mean to make a living?" -Although this one is more specific to a unit discussion as opposed to an overarching question to keep asking... I also noticed one question was: " Can an individual make a difference?" I would encourage teachers to ask, " HOW does an individual make a difference."

I really like seeing these questions fleshed out like this. I have been struggling some with the foreign language essential questions when it comes to specific content. For culture and actual language learning parts of the curriculum, the essential questions are easier for me to formulate, but when it comes to "just plain translation" and learning content, I am not sure how to create relevant, thought provoking essential questions. This list helps give me some ideas.

Great questions! My favorites were: Can fiction reveal the truth? What would happen if people couldn't read? How can I make a positive difference? What is worth fighting for? How much should it cost? Who decides? Whose "story" is it?

I like the line what do children need. It is a good article. We cant deny the technology is there and in many ways it has enriched our program...

Thanks for sharing, Kathy. I'd love to hear if there is a line or idea from the article that hits home with anyone else. I think the picture at the beginning defines "best practice" for appropriate use of technology with Pre-Schoolers. One of the links made me think about our responsibility to educate parents about appropriate use of technology outside of school. The iPad and iPhone seem to be equivalent to the television in the1950's.

The authors seem to agree that limited choice is the best, with a driving question and a clear rubric for expectations. I enjoyed Rhee's article where she talked about her students wanting to be told what to do.

The perfect culminating quote: "When teachers use Academic Choice to structure lessons, children become purposeful learners who engage in an activity because they want to, not because the teacher told them to. They work with a sense of competence, autonomy, and satisfaction." The more we allow our students to have ownership in their learning, the more connected and invested they become. What a terrific way to support learning! Hooray for all of our academic choice at STAB. Consideration: "Let's be thoughtful in our math lessons next year, and work to continue to incorporate academic choice when possible."

I think a lot of these articles point out the need for a great deal of planning and structure to be present in order for the each student to succeed with his/her chosen project.

I especially liked the reflection questions mentioned in the article. "What helps you learn?" "How did your work change the way you think about the topic?"

I think Academic Choice is a great format to use and it allows students more options.

Love the idea of serving up the main course to our young learners! So important to recognize that so much out there may really just be dessert...

This article made me think of a project I did recently with fourth grade, in which they researched and produced a food web using their choice of iPad apps. Was it better than my previous food web activity (cutting and pasting pictures to a piece of construction paper)? Definitely. But, not surprisingly, it was immensely time-consuming, particularly when I only see my classes twice each week. A five-session project translated into 2 1/2 weeks of science time, and the quality of the students' work would have benefited from at least one more class period for revisions. How do we decide if the skills that students learn with a "main course" project are valuable enough to give up the consistent content base our students get from more traditional forms of classroom instruction?

I have tried to create quite a few pbl based projects over the years in both history and mathematics. I agree it takes a lot of time, but I do think the time spent is well worth it. The skills in collaboration, problems solving, critical thinking and research cannot not be duplicated through dessert projects. In younger grades, I do think some filling in of content needs to be done through other types of instruction, mainly because young children do not have as deep a pool of prior knowledge and skills. For example in the latest pbl I did, the kids had great enthusiasm, worked hard, gathered amazing information, but then lacked the skill to pull it all into as meaningful end results as I had hoped they would. Luckily I had Lisa there to videotape the lessons and I was able to see that my students need some mini lessons in how to figure out which content from their research is important to put into the end product. I do believe that they will remember the information gained much better than if i had simply presented it, let them read and then had them do a project at the end. Critical to the success of pbl is ample classroom time .... Flexibility in schedule, large chunks of time and not having large gaps between different sessions is critical. Too often we lose a class because of changes to the schedule and that further widens the gap between meetings. Discontinuity of schedule hinders the process.

I'm wondering if other teachers think PBL is a component of interdisciplinary studies with the addition of the leading, premise question. From this article, one would not think the arts would have a significant place in PBL. Hopefully, the arts are included in the teacher collaborations of PBL, as the arts help to facilitate the 21St century skills: collaboration, creative and critical thinking, emotional intelligence and various mediums of communication. (Eisner, Gardner, BrIce-Heath etc.) I think it would be great to include more PBL at St. Anne's with the requisite amount of collaborative, inter-departmental planning time. I tend to think of PBL as a comprehensive project. In my mind, the primary grades project discussed in "Primary Preoccupation" was an example of experiential learning, not necessarily PBL.

As I begin to think about creating this type of learning envirnoment, I am thinking... I need to be able to devise real "problems" or "situations" that my students can actually see as something that they need to solve. I am wondering, how can I create a problem that relates to Ancient Greece that my students believe really needs to be solved.

After reading Kathleen's comments above, I also wonder how my role as a second grade teacher fits into PBL. I am thinking, is it sufficient to begin to lay the foundation for PBL by teaching through student inquiry which includes student choice of what questions to ask and how to present the information? I believe that I may need to lay a foundation for children, a "prior knowledge" in the first several lessons of a unit in order for them to handle seeking out answers to new questions, developing a plan of action, and presenting a final work. I adapted a lesson in history today so that student partnerships had to gather information about Pocahontas in several different texts instead of me only reading aloud the information and then discussing as a class. I am at the point now where I need feedback about the changes I made in the lesson to see if I am moving in the right direction. I look forward to the opportunity to bounce ideas around.

I have a very similar train of thought as what Pam wrote above. I do a lot of PBL in the LS Spanish program in most grade levels, but especially in third and fourth, we will work on something that stretches over a few classes, or even sometimes a few weeks, when I only see them once or twice a week. With language learning, the repetition and focus on these kinds of projects reflects the students deepened understanding of the content targeted, which for me, makes the project more worthwhile than moving through a larger amount of content in the same time as a long project. The catch is that I feel that the curriculum has more content than I can cover if we do that "deepened" understanding through PBL...I would rather have less "topics" in my curriculum and more time to go more in depth with the time I do have with the kids.

The examples of schools using PBL were all at the high school level. I assume that students have had a chance to master the basics. A PBL experience for a younger student has to take more time in order to learn some basic skills such as research, pulling information together, figuring out the main idea and writing that makes sense. I see a huge value in PBL because the student has to take ownership and responsibility for their work. I liked the library of tested project ideas mentioned.

So far everything I have read or seen - in video presentations - about PBL has focused upon high school students/projects. They describe, in this article, that students need "to use higher-order thinking skills and learn to work as a team. They must listen to others and make their own ideas clear when speaking, be able to read a variety of material, write or otherwise express themselves in various modes, and make effective presentations." These are the skills that are needed in order to begin answering a driving question. I believe in projects - pourquoi stories, Ancient China museums, etc. - but I also think that our job, as elementary school teachers, is to teach these basic skills so that they can then be used for PBL in middle and upper school. These are my preliminary thoughts, as I begin to learn about this type of learning.

I wonder how to adapt this to elementary level work. I think that the teacher who came from November Learning (the Canadian woman who teaches first grade) could be a good resourse. And of course Kathleen can probably demystify us as she has been doing some of this. I also think that it would be hugely helpful to collaborate as grade level teams to come up with ideas for PBL - maybe just one per gl- that we can try and then regroup and tweak. Making it truly "main course" is going to require some thinking. But it sounds exciting. At the end of the article the author lists certain conditions that make this type of learning/teaching/curriculum feasable. We have some work to do to meet those benchmarks. What are your thoughts on developing project libraries? How will we create time for teachers to "meet with colleagues, plan projects, critique and fine tune lessons and gather and share resources" ?

Any effort to promote greater reflection and opportunities for revision is important. This appears to be an important feature of PBL--as it should be. I also like the focus on open-ended DQ(Dairy Queens or Driving Questions).

Lisa K. -- the projects I remember were probably a hybrid. I don't recall any driving questions, but sometimes, I was researching ... Teaching myself something that hadn't been taught in the classroom. I learned only very basic critical skills, but that was the age of the encyclopedia. I learned to consider the background and education of the author. To me, the key is applying the information thoughtfully and creatively. I think a good starting point is taking the projects we're already doing and taking a closer look. How can they be more meaningful for our students? How can we use projects to teach Lucas' basic skills? TLT time can be used for planning.

I enjoy the idea of a Driving Question. I also appreciate the aspect of small group and independent work this type of learning seems to facilitate. I am curious about how to involve a public audience in more ways than the typical end of drama presentation.

In the PBL introductory handbook, from BIE, I'm glad they acknowledged the findings of Dewey and what he initiated. It reminded me of the importance of student engagement. My wife, Maureen, and I did our masters in teacher education at George Mason and one of the crucial findings was that engagement is imperative in learning. PBL seems to recognize the importance of this engagement.

When I think about the kindergarten moon unit, I realize we really do PBL. This unit is student driven (they decide what they want to know) and a learning adventure. Enhanced by technology... we research using books, drawings, e-video clips, internet books and websites (NASA.gov) Children connect and problem solve and end up teaching each other with words, posters, drawings etc.

This is Leo: PBL really excites me. This type of learning puts the focus on the student. The teacher then acts as a guide, rather than the sole knowledge provider. Students in turn take pride and ownership over their area of focus. I would love to add more types of PBL into my teaching, but need to find creative ways to incorporate this into our busy schedule.