- Organize programs, courses, units of study and lessons around the question. Make the “content ”answer the questions.
- Select or design assessment tasks that are explicitly linked to the question. The tasks and performance standards should clarify what acceptable pursuit of, and answer to, the questions looks like.
- Use a reasonable number of questions per unit (two to five). Make less be more. Prioritize content for students to make the work clearly focus on a few key questions.
- Frame the question in “kid language” as needed to make them more accessible. Edit the questions to make them as engaging and provocative as possible for the age group.
- Ensure that every student understands the questions and sees their value. Conduct a survey or informational check, as necessary, to ensure this understanding and recognition.
- Derive and design specific concrete exploratory activities and inquiries for each questions.
- Sequence the questions so that they naturally lead from one to another.
- Post the essential questions in the classroom and encourage the students to organize notebooks around them to make clear their importance for study and note taking.
- Helps students to personalize the questions. Have them share examples, personal stories, and hunches. Encourage them to bring in clippings and artifacts to make them questions alive.
- Allot sufficient time for “unpacking” the questions-examining subquestions and probing implications-mindful of student age,experience, and other instructional obligations.
Use questions and concept maps to show relatedness of questions.
By: Ma. Glenda P. Dela Fuente I Teacher I I Limay National High School
