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We ask lots of questions as we plan for our student's learning. Some of the questions we ask are about where they are with their learning. But perhaps we miss one important question along the way. Maybe we should be asking questions about how our students will apply what they learn? 

"We recommend discussing explicitly the purpose, associated practices, and changed roles that the use of Essential Questions entails. Here are some examples of key ideas framed as sentences to be spoken in class to prepare students for the changes: "There's not a single correct answer for this question. Life is about the consideration of plausible and imperfect alternatives." "Coming to understand important ideas is like fitness: it takes practice over time." "When a question is posted on the wall, it means that we are going to consider it again and again." "Inquiry is not a spectator sport: each of you needs to listen actively and participate." "Everyone is fair game. I won't only call on people who raise their hands." "If and when I or others challenge your comment, it doesn't mean we don't like you or don't value your contribution." "Making mistakes is an expected part of learning. If you never take a risk of making a mistake, you're not likely to improve." "You may find that you are re-considering things that you thought you understood. That is normal - even desirable." Like the care of seedlings, the new rules will require patience, careful nurturing, and constant reminders. Overtime, they will become the norms, allowing big ideas to take root and mature understandings to blossom."

Many countries adopt the culture of research. The research provides solutions to many issues. Researchers ask questions to find the solution to such problems. Good questions increase the chances of the right answers. In contrast, bad questions get poor answers. Most of the time, these questions are of two types: Open and close-ended questions. Researchers use them to gather data for research. These two are vastly different from each other. The researcher needs to understand the differences between them. It also increases the chance of getting objective-based answers from the audience. In this article, we explain both types of questions. We also share their pros and cons. It increases the understanding of the reader about both of them.

Adults love to ask "What if...?" questions too. It is a model that can be a catalyst for change when used in the right way and when combined with some other questions. 

The easiest and most convenient way to get fast, free quote is to fill out our questioner located in the top, right corner of EACH page. ( FREE QUOTE tab ) Please make sure to fill out all required fields marked with red asterix "*" At the end of the questioner there is a field for additional comments. You can enter here an additional information, requests regarding your boat transport and/or questions regarding your yacht shipping.

The easiest and most convenient way to get fast, free quote is to fill out our questioner located in the top, right corner of EACH page. ( FREE QUOTE tab ) Please make sure to fill out all required fields marked with red asterix "*" At the end of the questioner there is a field for additional comments. You can enter here an additional information, requests regarding your boat transport and/or questions regarding your yacht shipping.

A few years ago I was taking a tour of a dome shaped house, and the architect explained to me that domes are an optical illusion. Whenever someone enters a room, their eyes inadvertently glance up at the corners of the room to give them the contextual dimensions of the space they're in.

In this time of COVID19 and remote learning or emergency distance learning the value of encouraging students to investigate their questions should not be forgotten.

These two powerful questions framed a recent webinar presented by Professor David Perkins of Harvard Graduate School of Education's Project Zero. Answering these questions and helping teachers find meaningful and contextually relevant answers to these questions has been a focus of Perkins' work, especially in recent times. His book "Future Wise: Educating Our Children for a Changing World" introduced us to the notion of lifeworthy learning or that which is "likely to matter in the lives our learners are likely to live". This is a powerful notion and one that has the potential to change not only what we teach but also how we go about teaching what we do.

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Oddly lately I have been pondering how schools responds to the question of a work life balance. Let me try to explain my thinking. I am still trying to clarify my thinking here, so please bear with me. What does it mean to achieve work life balance, and should we want to?

Research questions and objectives of dissertation are directly related to each other. They both are interdependent, and one cannot survive without the another. Research questions are basically the questions that researchers ask

Senior Futurist at the DaVinci Institute, and Google's top rated Futurist Speaker. Unlike most speakers, Thomas works closely with his Board of Visionaries to develop original research studies. This enables him to speak on unusual topics and translate trends into unique business opportunities.

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How we see ourselves, how we describe ourselves reveals a great deal about how we see 'others'. In May of this year, speaking to the audience of the International Conference on Thinking, Bruno Della Chiesa invited us to consider how we might approach the question of "who we are?". In responding to such a question, what list of affiliations do we invoke to define ourselves?

When we approach this task with key questions in mind, we focus our thinking on how we might plan learning experiences and opportunities that will have the impact we desire.

When we are young, we are naturally curious. We ask many, many questions. As we encounter the world, our consciousness is bombarded by a plethora of opportunities for curiosity. And at this early stage of exploring and discovering the world we inhabit, there is no filter between our sense of curiosity and our expression of our it. If we are curious, we will be asking questions and heaven help anyone close enough to be a potential source of answers. - At school, our relationship to both curiosity and inquiry changes.

Now that you have a good understanding of the literature in your field, the next step is to identify the potential research questions. Defining the research questions is important as they help you craft a very good dissertation topic. When you have defined the research questions, you know what you need to search and look for. This enables you to craft a focused and narrow research topic, which is also a requirement. Hence, identify your potential research questions and structure your topic based on them.