ESSENTIAL QUESTIONS in TEACHING AND LEARNING

Inquiring into Essential Questions gives teaching and learning purposeful, meaningful and "big picture" focus for learning details and ideas. It engages higher mental and emotional capacities at a time when "high stakes" testing trivializes students' thinking and learning.

1. Teaching for Understanding
2. Problem Based Learning -- With Web Quests, Service Learning, and other inquiry/essential question approaches
3. QUESTING the WEB: Web Quests As Essential Questions -- Using Web Quests as an inquiry strategy involves teams and whole classes in investigating Essential Questions. Literally hundreds of Web Quests available from this site!
4. Asking the Essential Questions: Curriculum Development -- An Essential Schools working paper
5. Essential Questions, Grades K-5
6. Writing Essential Questions
7. Using Graphic Organizers
8. GENERATING ESSENTIAL QUESTIONS -- Teachers and students who generate essential questions about the content to be learned, provide an important framework for their learning activities.
9. SOCRATIC SEMINARS -- Better than Socrates, and great for encouraging questioning habits of mind.
10. Empowering Students: Essential Schools' Missing Link -- Overcoming students' resistance to taking more responsibility for their learning.
11. Inquiry Based Learning -- Showing variety of sites and sources on essential question and problem based learning
12. THE INVISIBLE SCHOOL -- Originators of the "Dialogue Game." Schools become invisible when they engage students with real-life problems. "The trouble with school is that it kept getting in the way of my education." --Mark Twain
13. Questioning Toolkit- A comprehensive set of strategies for asking essential questions; gives examples of the types of questions students can ask.
14. Essential Questions: Helping Readers Focus
15. CHANGING THE QUESTIONS
16. First Hand Learning, Inc.- Promotes inquiry teaching, learning from direct experience, and closer links between cultural institutions and schools.
17. Foundations for Inquiry Book- A monograph for professionals in science, mathematics, and technology education.
18. Institute for Inquiry- Provides workshops, programs, on-line support, and an intellectual community of practice which afford science reform educators a deep and rich experience of how inquiry learning looks and feels.
19. Learning Paths- Research and teacher's resources on learning and teaching styles, learning strategies, learner autonomy, metacognition, motivation, with particular reference to language learning but with ample opportunities for cross-curricular work.
20. Learning Strategies Database Home Page- Computerized version of information on learning strategies compiled by personnel of the PLUS Program and Center for Advancement of Learning(CAL) at Muskingum College over a ten-year period. The strategies information derives from a number of sources, including books, professional journals, and presentations from professional meetings.
takes a close look at inquiry in a second grade science class.
21. The Inquiry Page- A resource allowing educators to share curriculum units and reflections on those units.
22. What I Learned in School- It's more broadly constructivist (on getting inside kids' heads) and less focused on inquiry per se.)
23. Center for Inquiry- A school centered around inquiry.
24. Educating as Inquiry: A Teacher / Action Research Site- Offers relevant research-based articles.
25. Framing Essential Questions- A framework for developing essential questions for student research.
26. inQuiry Attic- Inquiry based-lessons.
27. Inquiry-Based Learning and Teaching- Offers teaching tools, strategies, realities.
28. Supporting a Study Programme- Using Repertory Grid interviewing, to measure the student's knowledge and direct the student to the priority areas for learning, to accompany the student in the enrichment of their understanding, giving instant feedback on the growth in their comprehension.
29. The Inquiry Page- A resource allowing educators to share curriculum units and reflections on those units.
30. The Seattle Partnership for Inquiry-Based Science- Valerie Logan Hood reports on the Seattle Partnership for Inquiry-Based Science, a collaboration with scientists to bring hands-on inquiry-based science learning to students in Seattle's Public Schools.
31. The Socratic Method- Teaching by asking instead of by telling.

In his 1992 book Smart Schools: From training memories to Educating Minds, David Perkins suggests reorganizing the curriculum around "generative topics" that provoke what he calls "understanding performances" which not only demonstrate a student's understanding but also advance it by encompassing new situations. With his Harvard University colleagues Howard Gardner and Vito Perrone, he devised several standards for such topics: they should be central to a subject matter or curriculum; they should be accessible and inviting to teachers and students, not "sparse or arcane" and they should be rich, encouraging extrapolation and connection making. The three researchers came up with the following "good bets" as examples.

Natural Sciences


• Evolution focusing on the mechanism of natural selection in biology and on its wide applicability to other settings like pop music, fashion, the evolution of ideas.
• The origin and fate of the universe focusing qualitatively on cosmic questions as in Stephen Hawkings'A Brief History of Time.
• The periodic table focusing on the dismaying number of elements identified by early investigators and the challenge of making order out of chaos.
• The question what is real in science, pointing up how scientists are forever inventing entities(quarks, atoms, black holes) that we can never straightforwardly see but as evidence accumulates, come to think of as real.

  Social Studies

• Nationalism and internationalism focusing on the causal role of nationalistic sentiment; often cultivation by leaders for their own purposes as in Hitler's Germany, in world history and in the prevailing foreign policy attitudes in America today.
• Revolution and evolution asking whether cataclysmic revolutions are necessary or evolutionary mechanisms will serve.
• Origins of government asking where, when and why different forms of government have emerged.
• The question what is real in history, pointing up how events can look very different to different participants and interpretations.

  Mathematics

• Zero, focusing on the problems of practical arithmetic that this great invention resolved.
• Proof, focusing on different ways of establishing something as true and their advantages and disadvantages.
• Probability and prediction, highlighting the ubiquitous need for simple probabilistic reasoning in every day life the question what is real in mathematics, emphasizing that mathematics is an invention and that many mathematical things initially were not considered real,(for instance, negative numbers, zero, and even the number one).

  Literature

• Allegory and fable, juxtaposing classic and modern examples and asking whether the form has changed or remains essentially the same.
• Biography and autobiography contrasting how these forms reveal and conceal the true person form and the liberation from form examining what authors have apparently gained from sometimes embracing and sometimes rejecting certain forms(the dramatic unities, the sonnet)
• the question what is real in literature exploring the many senses of realism and how we can learn about real life from fiction.
  From David Perkins, Smart Schools: From Training Memories to Educating Minds(New York; Free Press, 1992)
  What Defines a Good Thinker?

  At the heart of good thinking, David Perkins suggests in his 1992 book Smart Schools, is the "thinking disposition" an inclination to learn that encompasses the abilities or "know-how" we want children to acquire. Good teachers model, cultivate, point out, and reward these dispositions, he says, in everything from classroom discussions to assessment activities. Perkins and his colleagues Eileen Jay and Shari Tishman offer the following model of the thinking dispositions.

  1. The disposition to be broad and adventurous
  2. The disposition toward sustained intellectual curiosity
  3. The disposition to clarify and seek understanding
  4. The disposition to be planful and strategic
  5. The disposition to be intellectually careful
  6. The disposition to seek and evaluate reasons
  7. The disposition to be metacognitive(to think about thinking and learning)

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