support them, such as social studies, science, content based reading
units for the older students (not skilled based reading instruction) -
areas that seem more "open ended". =20
Below is a summary I put together (it's based on Heidi Heyes Jacobs'
book) when we first engaged in this conversation. Hope it helps.
Good luck!
Jessi Christiansen
Assistant Head of School
Epiphany School
Essential Questions =20
This interrogative way of asking questions suggests investigation and
inquiry rather than the more militaristic and directive "objective".
When the curriculum is formed around questions, the clear message to
students is that you are probing them. =20
The essential question is also an organizer. To structure an array of
activities, it's wise to group activities under essential questions
similar to chapter heading in a book. It doesn't mean that every
question has to be clever. The key is that you create a question of
genuine perplexity to the learner. =20
Sample E.Q: =09
How does my community affect my life? What do I owe my community? Or
do I?
(Traditional Objective: Students will learn to recognize personal
responsibility to the community.)
Criteria for Essential Questions:
1. Each child should be able to understand the question.
2. The language of the question should be written in broad,
organizational terms.
3. The question should reflect your conceptual priorities.
4. Each question should be distinct and substantial.
5. Questions should not be repetitious
6. The questions should be realistic given the amount of time
allocated for the unit or course.=20
7. There should be a logical sequence to a set of essential
questions.
8. The questions should be posted in the classroom.
-----Original Message-----
From: A forum for independent school educators
[mailto:ISED-L@LISTSERV.SYR.EDU] On Behalf Of Kristen Dennison
Sent: Monday, November 12, 2007 12:47 PM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Re: a question about using essential questions
I think Essential Questions for more skill based classes/grades are
challenging, but what might help is asking "What is the purpose of
learning these skills?" So, for second grade you might had "How do we
understand written texts?" as a question, or for French I, "How do we
speak French effectively?". I'm not sure these are "right", but that's
the way we went. I sometimes found faculty got very frustrated and
bogged down with looking for the "right" EQ. It might be more helpful
to make them more organic - look at the whole map and then ask "Why
are we teaching what we teach?".
(This is just my interpretation of Heidi Hayes Jacobs - do go straight
to the source for her take.)
Kristen Dennison
former Lower School Head
On 11/12/07, Kris Schulte <kschulte@stuartschool.org> wrote:
> thanks!
>
> Kris Schulte
> Dean of Faculty
> Stuart Country Day School
> 1200 Stuart Road, Princeton, NJ 08540
> 609-921-2330
> fax 609-497-0784
> kschulte@stuartschool.org
>
> >>> Alex Ragone <aragone@collegiateschool.org> 11/12/2007 11:27 AM >>>
> Kris,
>
> My first introduction to essential questions came through my
Interdisciplinary Curriculum Design course with Heidi Jacobs.
>
> I would check out this book:
>
> Getting Results with Curriculum Mapping by Heidi Hayes Jacobs.
>
> Dr. Jacobs has a number of other books you can find here:
> http://www.alibris.com/search/books/author/Jacobs,%20Heidi%20H.
>
> Good luck,
>
> - Alex
>
> +++++++++++++++++++++
> Alex Ragone
> Director of Technology
> Collegiate School
> New York, NY
> 212-812-8695
>
>
>
> A forum for independent school educators <ISED-L@LISTSERV.SYR.EDU>
writes:
> >I have been working with new teachers about using essential questions
to guide them in planning their lessons. A second grade teacher and a
level 1 and 2 French teacher (high school) have asked me about whether
essential questions can be used with their
> >subjects.
> >
> >Both teachers are teaching many SKILLS-- for second grade, reading
and writing-- and in French, basic vocabulary, verb tenses, etc.
> >
> >Do any of you have experience using essential questions in
grades/courses like these, or know of anyone to whom I can speak, or
resources to read to guide them (and me) with this?
> >
> >
> >
> >Kris Schulte
> >Dean of Faculty
> >Stuart Country Day School
> >1200 Stuart Road, Princeton, NJ 08540
> >609-921-2330
> >fax 609-497-0784
> >kschulte@stuartschool.org
> >
> >[ For info on ISED-L see http://www.gds.org/ISED-L ]
> >Submissions to ISED-L are released under a creative commons,
attribution, non-commercial, share-alike license.
> >
>
> [ For info on ISED-L see http://www.gds.org/ISED-L ]
> Submissions to ISED-L are released under a creative commons,
attribution, non-commercial, share-alike license.
>
> [ For info on ISED-L see http://www.gds.org/ISED-L ]
> Submissions to ISED-L are released under a creative commons,
attribution, non-commercial, share-alike license.
>
[ For info on ISED-L see http://www.gds.org/ISED-L ]
Submissions to ISED-L are released under a creative commons,
attribution, non-commercial, share-alike license.
[ For info on ISED-L see http://www.gds.org/ISED-L ]
Submissions to ISED-L are released under a creative commons, attribution, non-commercial, share-alike license.
