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Welcome to this first post in a series that promotes student inquiry in the classroom. I believe that inquiry really involves the art of knowing how to ask a question. At the same time, it is important to understand the science of answering the question asked, and knowing when it brings up a new question. I often call this the inquiry spiral. As we begin this series I dedicate this post to the writing of that Driving Question which is so important in STEM and PBL. You will discover multiple resources in this series along with some great ideas for finding student success in student owned inquiry. Before reading, please take a moment to subscribe by email or RSS and also give me a follow on Twitter at mjgormans. I promise you will find some great information coming your way in the posts that follow…So sign up now and please pass this on with a retweet. – Mike Gorman (https://21centuryedtech.wordpress.com/)
Booking Info – Talking about inquiry… how about inquiring about some best of the best PD? I will be at Alan November’s BLC19 in Boston (July) presenting workshops and sessions to support educators and students. Checkout my conference half day workshops: Making Makers Mainstream and Project Based Learning Quick Start.
Sign up and retweet… – Mike Gorman (21centuryedtech)
Part 1: Facilitating Inquiry in the Classroom… Driving and Investigative Questions
I really like Diving and Investigative Questions. In fact, I like them so much more than Essential Questions. You might ask why? I think it just might be my affection for the revised Bloom’s Taxonomy. You may remember that in the revision the different levels were changed into action. In fact, I strongly believe that learning is a verb and is based on action. Take away the word “Question” and both Driving and Investigating are wonderful verbs loaded with action. The word “Essential” standing alone is only a word devoted to describing… a colorful but inactive adjective.
Read on...
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