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lisacetroni

Understanding by Design: Essential Questions | huffenglish.com - 2 views

  • Our students need a curriculum that treats them more like potential performers than sideline observers
  • Essential questions “keep us focused on inquiry as opposed to just answers” (124).
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    This article speaks to me about EQ's. Do you feel the same?
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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.
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    I see there is a lot of confusion or disagreement about what a good essential question is.
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    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.
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    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.
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    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.
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    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.
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    Parts of the article made me want to reread dewey and eisner.....there is a great quote from eisner about viewing as curriculum not as something to be covered....makes me wonder what it would be like to have some large essential questions for the whole school..... And then more narrowed ones for each class..... Creating life long learners should be our goal.....i always find it disheartening when i ask students at the end of the unit of study what they are still wondering and they write "nothing"..., then i feel that i have not taught well.... But then maybe as the article states we feel that we shouldnt have questions at the end of a lesson....we have been "trained" to think that sitting through a lesson should answer all of our questions answered, when in fact the opposite is true. Sorry for the lack of punctuation and upper case letters, but i am wedding prep exhausted.
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    I like the concept that education "is not about learning the answer but about learning how to learn". I also like the idea of having the students try and personalize the questions, trying to relate the essential questions to their lives and experiences or ideas they have had.
Michele Mathieson

Overarching Essential Questions.pdf (application/pdf Object) - 4 views

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    Sampling of Essential Questions - which do you like best?
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    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.
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    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."
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    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.
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    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?
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    I agree with Laura. It really helps to see a selection of questions to get brainstorming. I also like how Robin "spun" the last language of the last EQ she posted- just a tad - to make it more meaningful to the students. In the past, I've been wary of posting "blanket" EQ posters I'd seen hanging around my closet for reasons that were mentioned in this article. I'm looking forward to working together with my team to create EQs that follow a logical sequence, that are understood by all learners and resonate with the topics we are covering, in order to post them throughout the classroom to refer back to often. The EQ's listed here provide a thoughtful launching point. :)
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    There's so many great ones! Some of my favorite ones are What is power? Who holds it? Who am I? Can an individual make a difference?
Michele Mathieson

7 Apps for Teaching Children Coding Skills | Edutopia - 1 views

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    The article says coding is "thinking and planning in order to make things happen"...the link for the quotes from the country's leaders (Bill Clinton, Bill Gates, Sheryl Sandberg, etc.) all reference "learning how to write a computer program" I wonder if computer programming will be part of the Middle or High School curriculum eventually.
lisacetroni

Educational Leadership: Making Thinking Visible - 5 views

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    Great article. Straightforward ways to help students understand more deeply by speaking, writing or drawing their ideas. Learn about "thinking routines" designed by researchers at Project Zero at Harvard. Let me know if you want to borrow the book.
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    Fascinating article. Got me thinking...!
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    I like the part at the end of the article titled "Thinking Routines: Tools for Making Thinking Visible". It gives you a quick reference on how you could incorporate this into your lessons.
Michele Mathieson

Interactive online Google tutorial and references - Google Guide - 0 views

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    Making searching easier
Michele Mathieson

Q-files - Children's Online Encyclopedia - 0 views

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    I will add to our Symbaloo page - looks like a good resource for student research.
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