This link has been bookmarked by 39 people . It was first bookmarked on 02 Apr 2007, by btcactus.
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16 Feb 12
Sean Marie SweeneyThis resource is focused on asking the right questions.
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Eric ErbAsking intriguing, open-ended questions is an effective way to encourage students to think deeply and to provide them with a meaningful context for learning.
differentiation essential_questions lesson_plans pbl projectbasedlearning essentialquestions questions good_questions abunchofgreatstuff
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12 Jan 10
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Wesley FryerAsking intriguing, open-ended questions is an effective way to encourage students to think deeply and to provide them with a meaningful context for learning.
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02 Jan 10
Debra Gottsleben"Asking intriguing, open-ended questions is an effective way to encourage students to think deeply and to provide them with a meaningful context for learning. When students are given questions that they are truly interested in finding the answers to, they engage. When questions help them see the connections between the subject matter and their own lives, learning has meaning."
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Ann Baum (Johnston)Intel page as part of designing effective projects.
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Diana Kenney"igning Effective Projects : Project-Based Units to Engage Students
Home › Education Home › K-12 Education › Teaching Tools › Designing Effective Projects
Project Design
Thinking Skills
Unit Plan Index
Instructional Strategies
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Heidi MusterósPara trabajar con proyectos
PROYECTOS teaching learning lessonplans INTEL planning questioning questions essential_questions
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24 Oct 09
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Nancy BlairDiscusses differences between essential questions, unit questions, and content questions.
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Mayada KarnoubUSING CIRRICULM_FRAMING QUESTIONS
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- Using Curriculum-Framing Questions
- Why do we need others?
- Which of our community helpers is the most important?
- Which community helper would you most like to be?
- Who are some community helpers?
- What do community helpers do?
- Introduce big, enduring ideas that cross all subjects. They provide a bridge between many units, subject areas, or even a year’s worth of study.
- Have many answers. Answers to these questions are not found in a book. They are often life’s big questions. For example: Am I my brother’s keeper?
- Capture students’ attention and require higher-order thinking; they challenge students to dissect their thinking, apply their values, and interpret their experiences.
- Are open-ended and invite exploration of ideas that are specific to a topic, subject, or unit of study. Teams of teachers from different subjects can use their own unique Unit Questions to support one common, unifying Essential Question across the team.
- Pose problems or serve as discussion starters that support the Essential Question. For example: How can we help prevent and relieve famine?
- Encourage exploration, provoke and sustain interest, and allow for unique responses and creative approaches. They force students to interpret the facts themselves.
- Typically have clear-cut answers or specific “right” answers and are categorized as “closed” questions.
- Align with content standards and learning objectives and support the Essential and Unit Questions.
- Test students’ ability to recall fact based information. They usually require students to address who, what, where, and when. For example: What is famine?
- Require knowledge and comprehension skills to answer.
Curriculum-Framing Questions build upon each other. Content Questions support Unit Questions and both support Essential Questions. Essential Questions are often the most intriguing and posed first. The questions below from a civics unit show the relationship between each.
Essential Question
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