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This article describes a tool to increase student engagement, clarify connections between activities, and align to standards.
A selection from Science and Children—April/May 2013
This is a great article on the importance of using driving questions to facilitate learning. A perfect fit for teachers using project based learning.
In these times of limited science instruction in elementary classrooms, good questions can help you select the most important lessons of a science kit.
The DBQ (driving board question) will provide focus to the unit. The article also involves students in creating sub questions which help engage them in the science unit. Getting students to create questions is also the first science & engineering practice in the Next Generation Science Standards.
This article is well worth reading if you are an elementary teacher who uses published science kits for your instruction.
Kathy Renfrew (Barnet, VT)
Jeff Nordine and Ruben Torres explore how to create a driving question board to guide inquiry based science in your classroom. in this article they explore the five key criteria for driving questions : sustainable, meaningful, feasible, worthwhile and ethical as you develop your DQB for your classroom. The DQB can be a "record of learning as a unit progresses, help set the
stage for future learning, guide
in-class discussions, and promotes
Arlene Jurewicz Leighton
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