Essential Questions
Faculty used an essential question, prompt or challenge to start class.
About
The linked PDF has no summary, so check out the PDF for the overview on the pedagogy's analysis.
The original study's data and analysis for "Essential Questions" can be found on this link.
What Faculty Have To Say
Strengths (9)
- Provides explicit guideposts or reminders throughout class
- If written on the board or in a handout, students will use as framework
- Helps students focus on key themes of the course
- Helps break down complex issues
- Provides a mechanism for explicit thematic connections over time
- Can be given along with readings and turned in to start class
- Models critical thinking
- Maintains student engagement
- Good for driving deep discussions
Weaknesses (3)
- If students do not prepare, then they are unable to engage deeply with the question
- There may be disagreement on what is or is not essential
- Better for concepts than for details, components, or subtleties in a topic/concept
Pedagogy Usage
Bucknell faculty was asked their best estimate for how often in the semester they used Essential Questions and the average class time it took.
Average Duration: 10 min (mode=5)
Remote Suggestions
These questions are usually written on the board at the start of class, but could be moved into a variety of offline tools, even email, so the students have them in advance. Another easy way to replicate the on-the-board question is to create a slide with the questions and any other instructions on it, and by sharing your screen from your computer to the Zoom meeting, it will be the first thing they see when logging on, as sharing screens appear in full screen mode.
Resources for Additional Learning
Articles & Books
- Grant Wiggins: Essential Questions: http://www.learningpersonalized.com/grant-wiggins-on-essential-questions/
- Using Fundamental Concepts and Essential Questions to Promote Critical Thinking: Faculty Focus
- Essential Questions: Opening Doors to Student Understanding, Jay McTighe & Grant Wiggins