Questioning is Essential

In teaching and learning, there are generally two types of questions: open questions and closed questions. Closed questions test factual knowledge and contain a limited range of correct responses. These are the types of questions students see on standardized tests; multiple choice, true/false and many short answer questions. Open questions build upon factual knowledge, have a varying range of answers and promote higher-order thinking. Students see these less often on standardized tests, and are more likely to have difficulty when they do see them in the form of an extended response question. In the promotion of higher order thinking skills in the classroom, open-ended questions called essential questions can be used to guide students to think more deeply about the subject matter they encounter. Investigation of essential questions increases the rigor of assignments and motivates students to be creative and flexible in their thinking.

Essential questions are overarching questions that may reoccur throughout learning. Essential questions:
*Are open-ended and resist a simple or single right answer
*Are deliberately thought-provoking, counter-intuitive, and/or controversial
*Require students to draw upon content knowledge and personal experience
*Can be revisited throughout the unit to engage students in evolving dialogue and debate
*Lead to other essential questions posed by students

Essential questions give students the opportunity to all have the right answer even when theirs is different from everyone else.

Examples of Essential Questions
The following questions could be examined during a unit focused on the judicial system and the death penalty for Middle/High School.
Illinois Learning Standards focused on English Language Arts (1C.2, 1C.3, 1C.7, 1C.10, 1C.13, 3B, 3C, 5A), Social Sciences (16A.3c, 18B.3, 18C.3), and National Educational Technology Standards (3 Students apply digital tools to gather, evaluate, and use information; 4 Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.)
1. Are we equal?
2. Is all life valuable?
3. How do we decide what’s right or wrong?
4. Is it ever okay to kill?
5. What makes life worth living?
6. What does it mean to be free?
7. Is it ever okay to break the rules?
8. How do we decide what we believe?
9. How do we decide the truth?
10. Could we all be right?
11. Is what is fair for one, fair for all?
12. Is there life after death?

Additional Essential Questions for varying topics

1. What does it take to change the world? (English Language Arts 4B, 5A, 5B, 5C, Science 13B.3,
2. What is a true friend? (Social Emotional 2A.3, 2B.3, 2C.3)
3. How precise must we be? (Science 11A.3, Math 6C, 6D, 7B, 8A)
4. To what extent is DNA destiny? (English Language Arts 5A, 5B, 5C , Science 12A.3b)
5. Must heroes be flawless? (English Language Arts 4B, 5A, 5B, 5C, Social Emotional 1B.3a)
6. How does perspective alter truth? (English Language Arts 2A, 2B, 4A, Science 11A.3)
7. Why has nature inspired so many artists? (English Language Arts 5A, 5B, Visual Arts 26A.3e, 27B.3)
8. In the face of adversity, what causes some to prevail while others fail? (Social Emotional 1A.3, 1B.3, 1C.3b)
9. What does it mean to be healthy? (English Language Arts 5A, 5B, 5C, Physical Development/Health 20A, 20B, 22A, 22B, 22C, Social Emotional 1A.3, 2D.3)

Assessing Projects through Bloom and Time

In "Assessing Web 2.0 Projects Through Bloom and Time"http://eduwithtechn.wordpress.com/2009/07/27/assessing-web-2-0-projects-through-bloom-and-time/, the premise is that using a sort of rubric scale, students are graded on their use of higher order thinking skills in the production of an artifact and the time it took them to produce the work. Higher level thinking skills are given a higher ranking than lower level skills. That number is then multiplied by the number of days the student took to produce the artifact. I agree with the hierarchy used in evaluating the thinking skills, but the numbers assigned to days does not make sense. For example, if a student only used comprehension level thinking over a period of 6 days, they would receive a score of (2x6) 12 which is more than a student would receive if they used evaluation level thinking over a period of 2 days, which would equate to a score of (5.5x2) 11. It seems that the number of days should be accounted in reverse order. 1 day = 10pts, 2 days= 9 points, 3 days= 8pts, etc. That way, the first student would receive a (2X5) 10 and the second student would receive a (5.5x9) 49.5. I think this formula would be more fair in valuing both time and thinking.