Scott Edward Moran, Ph.D.
moran.scott1@gmail.com 210-269-7531
On this page, you will find...
All activities can be adjusted by SDG, product, and grade level/subject matter
Tasks
1. Overview of Driving Questions.
2. Create a Tubric for better Driving Questions.
3. Explain the purpose of a driving question in your own words. Alternatively, you may illustrate the concept.
3. Contribute feedback (comments) related to what we have done to this point. Alternatively, you may video comments and submit those.
Part 2: Driving Questions that explore a philosophical or debatable issue, or an intriguing topic, such as:
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Is there “liberty and justice for all” in our society?
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Could there be life on other planets?
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What should be our policy on immigration?
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What does it mean to be a man?
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Does it matter what we eat?
Pros: Highly engaging to students; the kind of question they’ll keep talking about when they leave the classroom. Often resemble “essential questions” found in Understanding by Design and the Coalition of Essential Schools, which teachers may be familiar with.
Cons: Harder to write; may feel like advanced PBL practice because the task and product are not spelled out. Typically found more often in upper-grade levels and certain subject areas (e.g., humanities) more than others (e.g. math, world languages, career/tech).
Driving Questions that specify a product to be created or a problem to be solved—to which the students’ role may be added, such as:
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How can we help protect an endangered species in our area?
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How can we reduce bullying?
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How can we create a guide to our community for new immigrants?
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How can we, as historians, create podcasts that tell the story of our city?
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How can we, as medical interns, diagnose a sick patient?
Pros: Easier to write. Helps focus younger students on their tasks in a project. Roles define the kind of thinking we want students to do (as historians, scientists, etc.), add a real-world element, and can be good for career exploration.
Cons: Can feel less engaging for students; sometimes simply states what the teacher wants students to do. Roles may feel fake to some students; older students in PBL especially may prefer being themselves.
Part 1: A good driving question includes the following:
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Engaging for students. It is understandable and interesting to students, and it provokes further questions and focuses their inquiry process.
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Open-ended. There are several possible answers, and it cannot simply be Googled.
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Aligned with learning goals. To answer it, students will need to learn the targeted content and skills.
Assignment
Part 3: Better Driving Questions via the Tubric
Janelle Crain (YouTube)
Invariably, when creating the Driving Question, students will come up with questions that are too broad or too specific. One way to make the process fun and get them to think about how to create a good DQ is to use the Tubric. Available on the PBL Works website, this tool is easy to make and will help kids as they formulate the question that drives their thinking throughout the entire unit. Please submit a photo of your completed Tubric to the class Padlet with your name and the name of your campus.
Tubric PDF
Assignment
In your own words, explain the qualities of a good driving question. How can having a good driving question help you as you begin to narrow the focus of your research and what you ultimately want to produce in terms of a multi-media presentation for social media and a persuasive letter? You may write your response in your journal (using the CER method), post it in Flip, or illustrate your response. Please submit your final product to the class Padlet with your name and the name of your campus.
Paragraph Planner PDF
Big Idea:
What can I do to teach others about my SDG and help my community implement one of the SDGs?
Assignment
Update your Daily Report and Action Plan. You coud also update your calendar. Continue developing your multimedia presentation.
Students will have three primary goals for this unit.
First, they will be working to research a chosen SDG and consider a scenario-based lesson. Second, they will need to determine how they will educate others in terms of their SDG, for most people know very little about the SDGs. Finally, they will be creating a multimedia presentation and persuasive letter meant to convince people to take action regarding their SDG. Be thinking about these three aspects of the project at all times.
Alternatively, students can
construct an explanation based on evidence for how the availability of natural resources, the occurrence of natural hazards, and changes in climate have influenced human activity OR
evaluate or refine a technological solution that reduces the impacts of human activities on natural systems.
Extension: Enter your multimedia project in the worldof8billion video contest.
Extension: Use the Five Thinking Hats Method when reading: Five Thinking Hats is a simple, effective parallel thinking process that helps people be more productive, focused, and mindfully involved.
You and your team members can learn how to separate thinking into six clear functions and roles. Each thinking role is identified with a colored symbolic “thinking hat.” By mentally wearing and switching “hats,” you can easily focus or redirect thoughts, the conversation, or the meeting.
Assignment
Responsible web design and lesson design requires feedback from those using the materials. It is best for all if the designer responds to feedback and makes modifications based on them. What do you think of this site so far? Is it in need of adjustments? What do you think of the activities? How would you redesign them to meet your needs? Please click on "Write a comment" to provide feedback. Alternatively, you may submit feedback in Flip.