Crafting meaningful driving questions is a foundational component of many successful inquiry projects. As students develop driving questions, the teacher leads them through a three-stage process that includes discussion, research and refining, and reflection. This can be done individually, in small groups, or in whole-group instruction.
A clear, specific, relevant, real-world, and intriguing question is essential for motivating student curiosity, engagement, research, and learning throughout the course of a learning project; there are a number of research-proven techniques for crafting these driving questions.
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.
(200-word limit for each response)
Please submit work examples from two students (writing, audio, images, video, or other products) that demonstrate progress toward the Crafting Driving Questions competency, including such items as examples of initial and refined student-created driving questions, lists of “Need to Learns,” reflections on the value of driving questions, presentations of the results of research on driving questions, or other relevant items.
For the two students whose work examples were included above, submit their student-created reflections on the Crafting Driving Questions activities they experienced. (200-word limit for each reflection):
Provide a reflection on what you learned, using the following questions as guidance (200-word limit):
Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)