- Organize programs , courses, units of study, and lessons around the questions. Make the “content” answer the questions.
- Select or design assessment tasks (up front) that are explicitly linked to the questions. The task and performance standards should clarify what acceptable pursuit of, and answers to, the questions actually 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 questions 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 students to organize notebooks around them to make clear their importance for study and note taking.
- Help students to personalize the questions. Have them share examples, personal stories, and hunches. Encourage them to bring in clippings and artifacts to make the questions come 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: Rhodora Bagtas | Teacher III | Limay National High School | Limay, Bataan
