Any one who has spent any time with a two year
old knows the sound of an essential question. "Why do we have to say
please? Why would you want to go there? How come we can't have a dog?" You
get the idea. These are the questions that take time to answer. They cause us
to stop, reflect, and think about how we want to respond. "Because I said
so," doesn't always work.
Essential questions are hard to answer, and
while they require higher levels of thinking, they also spark our curiosity and
sense of wonder. We really want to know the answer because it matters. A
good essential question has no one obvious "right" answer. Sometimes
these questions can take a lifetime to answer, and they often recur throughout
our learning.
When we use these questions to guide learning in
the classroom, students must construct their own answers and make meaning from
the information that they gather. They create insight. They aren’t found in the
textbook or through a Google search.
As teachers work to “upgrade” a unit of study,
they are starting with writing a great essential question. It is a fantastic
way to engage students in real life applied problem solving. They require
students to apply skills and perspectives that are multidisciplinary, mixing
math and language with science and history. A good question raises other good
questions and can be used to link ideas and units of study together while on a
quest to find an answer.
As our teachers create and re-imagine their
units, an essential question helps guide the process. Wiggins and McTighe write, “In framing essential
questions, we must first ask what our intent is. If we don’t know why we pose
it, how we intend students to tackle it, and what we expect for learning
activities and assessments, we don’t really know what we want. Essential
questions keep us focused on inquiry as opposed to just answers.”
Before, teachers may have started with a
research project about frog habitats. By starting with an essential question
such as, "Why is there no place like home?", students are making new
connections to the idea of habitats and what makes them perfect for frogs. They
are also able to weave that idea of home and habitats into other areas of
curriculum such as literature and history.
Through project based learning, design thinking,
or more traditional teaching strategies, starting with an essential question
will grab students attention and give them a reason to explore resources,
searching for their idea of an answer. The answers may all be different, but
the journey will be one of learning for all.
By Kami Thordarson, Innovative Strategies Coach
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