Developing Driving Question Paper
Assignment: Developing Driving Questions
For this assignment, you will be constructing at least 3 driving questions. Remember, driving questions are utilized to establish Learning-appropriate goals for the problem/project-based unit. Utilize the resources you have available. If you have agreed on a topic and standards for your 3 Day “mini” PBI with your mentor teacher, develop questions that address those standards. Below is some background information as well as a suggested process for designing DQs. Your driving questions will assist you in creating your Entry Document next.
BACKGROUND
[Adapted from Krajcik, Czerniak and Berger, 2003, p.87, Teaching Science in Elementary and Middle School Classrooms: A Project-based Approach]
Driving Questions are: …show more content…
b) The content meets key local, state and national standards for mathematics and science. 3) Contextualized a) The question “anchors the project [or problem] in an important real-world situation” (p. 84) b) The question “has important consequences” (p.83) for students and their community. c) The important context of the question may have to be developed for students through instructional strategies – i.e. – the teacher may have to help students learn why the question is important and has consequences for them.
4) Meaningful a) The question “intersects with [student’s] lives, reality and culture”. (p. 85) b) As in 3c above, students may need teacher scaffolding to learn why some driving questions are important to their lives and/or their community. 5) Ethical a) The question and subsequent investigations “do not harm living things [including humans] or the environment” (p. 86). b) The teacher must assume responsibility for teaching about and guiding students in safe and ethical practices in accordance with the school district’s rules, local, state and national laws and
For this assignment, you will be constructing at least 3 driving questions. Remember, driving questions are utilized to establish Learning-appropriate goals for the problem/project-based unit. Utilize the resources you have available. If you have agreed on a topic and standards for your 3 Day “mini” PBI with your mentor teacher, develop questions that address those standards. Below is some background information as well as a suggested process for designing DQs. Your driving questions will assist you in creating your Entry Document next.
BACKGROUND
[Adapted from Krajcik, Czerniak and Berger, 2003, p.87, Teaching Science in Elementary and Middle School Classrooms: A Project-based Approach]
Driving Questions are: …show more content…
b) The content meets key local, state and national standards for mathematics and science. 3) Contextualized a) The question “anchors the project [or problem] in an important real-world situation” (p. 84) b) The question “has important consequences” (p.83) for students and their community. c) The important context of the question may have to be developed for students through instructional strategies – i.e. – the teacher may have to help students learn why the question is important and has consequences for them.
4) Meaningful a) The question “intersects with [student’s] lives, reality and culture”. (p. 85) b) As in 3c above, students may need teacher scaffolding to learn why some driving questions are important to their lives and/or their community. 5) Ethical a) The question and subsequent investigations “do not harm living things [including humans] or the environment” (p. 86). b) The teacher must assume responsibility for teaching about and guiding students in safe and ethical practices in accordance with the school district’s rules, local, state and national laws and