Essential Essential QuestionsQuestions

what’s the “big idea”?what’s the “big idea”?

M. Sutherland, R. GuetterM. Sutherland, R. Guetter

OCSTA Convention, 2009OCSTA Convention, 2009

Our Students’ Essential Our Students’ Essential QuestionsQuestions

Is this on the test?Is this on the test? Are we doing anything interesting Are we doing anything interesting

today?today? Can I go …Can I go …

To the bathroom?To the bathroom? To get something from my locker?To get something from my locker? Anywhere but here?Anywhere but here?

When is the retest?When is the retest? Can I go on facebook when I’m finished?Can I go on facebook when I’m finished?

Discussion StartersDiscussion Starters

"Civilisations are judged and "Civilisations are judged and remembered not by their most remembered not by their most successful businessmen but by the successful businessmen but by the art they leave behind."art they leave behind."

http://www.marja-leena-rathje.info/archives/art_civilization.phphttp://www.marja-leena-rathje.info/archives/art_civilization.php

An eye for eye only ends up making An eye for eye only ends up making the whole world blind.the whole world blind.

Gandhi Gandhi http://www.famous-quotes-and-quotations.comhttp://www.famous-quotes-and-quotations.com//

Can we coexist if Jesus is Lord?Can we coexist if Jesus is Lord?Gideon Strauss – OCSTA 2009Gideon Strauss – OCSTA 2009

Science without religion is lame, Science without religion is lame, religion without science is blind. religion without science is blind.

Einstein Einstein http://www.quotationspage.com/quote/24949.htmlhttp://www.quotationspage.com/quote/24949.html

““Your body is a temple of the holy Your body is a temple of the holy spirit”spirit”

1 Cor 6:191 Cor 6:19

““Life is like a box of chocolates … you Life is like a box of chocolates … you never know what you’re going to get”never know what you’re going to get”

Forrest Gump, 1994Forrest Gump, 1994

Why talk about essential Why talk about essential questions?questions?

the increasing breadth combined with the the increasing breadth combined with the decreasing depth of many courses – even in decreasing depth of many courses – even in science and math??science and math??

the amount of course revision done at the Ministry the amount of course revision done at the Ministry and expected of all Ontario schools – science, 2009and expected of all Ontario schools – science, 2009

the tendency for courses to seem like fragmented the tendency for courses to seem like fragmented triviatrivia

the frustration with subject pacing that is required the frustration with subject pacing that is required at most (senior) levelsat most (senior) levels

the lack of identified themes or threads that run the lack of identified themes or threads that run through a particular coursethrough a particular course

What’s the problem?What’s the problem? For many years, the focus has been on teaching, For many years, the focus has been on teaching,

or more specifically, “or more specifically, “what are we doing what are we doing todaytoday”?”?

The focus should be on “The focus should be on “what are the students what are the students going to learn todaygoing to learn today”?”?

We can easily fill our teaching days with one of We can easily fill our teaching days with one of two substitutes:two substitutes: Fragmented, piecemeal curriculum, teaching facts and Fragmented, piecemeal curriculum, teaching facts and

testing for recalltesting for recall Edutainment – “this seems like a fun topic for the day”Edutainment – “this seems like a fun topic for the day”

Or we can identify several key ideas around Or we can identify several key ideas around which the whole course takes shape – questions which the whole course takes shape – questions or ideas that flow out of your/our view of the or ideas that flow out of your/our view of the worldworld

What’s currently being What’s currently being done?done?

Ontario Ministry of Education – “Big Ontario Ministry of Education – “Big Ideas”Ideas”

a recent move from the ministry – see science guidelines discussion in part 2

Previously talked about strands – primarily organizational

Philosophical problem for them because of their attempt to be “value neutral”

Realization that content and job skills are not enough

““Big ideas” are the broad, important Big ideas” are the broad, important understandings that students should understandings that students should retain long after they have forgotten retain long after they have forgotten many of the details of what they have many of the details of what they have studied in the classroom. studied in the classroom.

Developing a deeper understanding of Developing a deeper understanding of the big ideas requires students to the big ideas requires students to understand basic concepts, develop understand basic concepts, develop inquiry and problem-solving skills, and inquiry and problem-solving skills, and connect these concepts and skills to the connect these concepts and skills to the world beyond the classroom. world beyond the classroom.

From the revised science curriculum, Ontario Ministry of Education, 2009From the revised science curriculum, Ontario Ministry of Education, 2009

What do I mean by What do I mean by essential questions?essential questions?

Two types – I’ll call them specific Two types – I’ll call them specific questions and umbrella questionsquestions and umbrella questions Specific – relate to the nuts and bolts of your Specific – relate to the nuts and bolts of your

course or disciple course or disciple Umbrella – cross curricular and recur Umbrella – cross curricular and recur

throughout one’s lifethroughout one’s life ExamplesExamples

How can we reduce our reliance on coal and How can we reduce our reliance on coal and oiloil- good in a unit on energy in geography or science- good in a unit on energy in geography or science

How can we live stewardly in a land of How can we live stewardly in a land of abundance?abundance?- a great way to organize a whole course- a great way to organize a whole course

Your turnYour turn

Take a few minutes and try this for one of Take a few minutes and try this for one of your own units within a course – get a your own units within a course – get a partnerpartner

Try to focus on an idea or concept that is Try to focus on an idea or concept that is really important in your course, but also really important in your course, but also on an idea or concept that may recur on an idea or concept that may recur during your lifeduring your life

Please share some of these with the Please share some of these with the groupgroup

Examples from your Examples from your coursescourses

SpecificSpecific UmbrellaUmbrella

Should essential questions Should essential questions be spiritual?be spiritual?

Let’s ask this in three different waysLet’s ask this in three different ways should all of my big ideas and essential should all of my big ideas and essential

questions be about God and Jesus?questions be about God and Jesus? is it possible that some key ideas or is it possible that some key ideas or

themes are not specifically related to the themes are not specifically related to the mission or goals of this school; that they mission or goals of this school; that they just consolidate the topics in your subject?just consolidate the topics in your subject?

What if I can’t think of anything in my What if I can’t think of anything in my course that ties to something spiritual, or course that ties to something spiritual, or that points to God?that points to God?

Why us? Aren’t we busy Why us? Aren’t we busy enough?enough?

We have a unique opportunity to lead the We have a unique opportunity to lead the discussion that is being carried on in many discussion that is being carried on in many schools, boards, and professional organizations schools, boards, and professional organizations across the country.across the country.

The worldview that we live and teach out of The worldview that we live and teach out of reminds us that the world is a “whole”, not a reminds us that the world is a “whole”, not a bunch of fragments. Our Christian school bunch of fragments. Our Christian school tradition tells us that faith is not just something tradition tells us that faith is not just something to be practiced on Sunday.to be practiced on Sunday.

We believe that questions of justice, worship, We believe that questions of justice, worship, technology, stewardship, etc. are technology, stewardship, etc. are EssentialEssential, not , not just in our “church lives”, but in our everyday just in our “church lives”, but in our everyday lives as teachers and students, as parents and lives as teachers and students, as parents and children, as individuals and community.children, as individuals and community.

This sounds like it’s going This sounds like it’s going to be a lot of work!to be a lot of work!

This is NOT a matter of redoing your This is NOT a matter of redoing your curriculum and lesson planscurriculum and lesson plans

This IS a matter of being intentional about This IS a matter of being intentional about pointing students to the big ideas in your pointing students to the big ideas in your coursecourse

It will require assigning some different It will require assigning some different activities, asking some different questions in activities, asking some different questions in class and on testsclass and on tests

At the end of a course, a student should be At the end of a course, a student should be able to identify the 3-5 big ideas that have run able to identify the 3-5 big ideas that have run though the classthough the class

Much of the work has Much of the work has already been done for youalready been done for you

PACS – four themesPACS – four themes Edmonton Christian Schools – 10 Edmonton Christian Schools – 10

“through-lines”“through-lines” Your own school – mission, vision, Your own school – mission, vision,

and core valuesand core values Web resourcesWeb resources

Prairie Assoc of Christian Prairie Assoc of Christian SchoolsSchools

The task of a Christian School teacher is to help The task of a Christian School teacher is to help reveal God’s fingerprints in all things. Biblical reveal God’s fingerprints in all things. Biblical truth states clearly that the world, in every way truth states clearly that the world, in every way possible, belongs to God. We must focus on possible, belongs to God. We must focus on unwrapping and revealing the integral nature of unwrapping and revealing the integral nature of the faith and learning relationship the faith and learning relationship

Curriculum development can be an avenue to Curriculum development can be an avenue to reveal to students God in all things. Using a reveal to students God in all things. Using a Biblical context of 4 distinct parts can facilitate Biblical context of 4 distinct parts can facilitate this unravelling of God’s influence.this unravelling of God’s influence. Creation: God has created Creation: God has created all thingsall things Fall: Fall: all thingsall things have fallen as a result of sin have fallen as a result of sin Redemption: Christ came to earth to redeem Redemption: Christ came to earth to redeem all thingsall things Restoration: in response to Christ’s act we are called to Restoration: in response to Christ’s act we are called to

work in partnership with God as work in partnership with God as all thingsall things are restored are restored

Edmonton Christian Edmonton Christian SchoolsSchools Which scriptural themes run through our courses?Which scriptural themes run through our courses?

1. God - Worshipping Students will be involved in regular and meaningful worship experiences.

Worshipping God is about celebrating: who He is, what He has done, what He has created, His relationship with us

2. Idolatry – Discerning Students will be challenged to identify and understand the idols of our time.

When other ‘things’ are more important to us than our relationship with God, they become idols

3. Earth – Keeping Students will respond to God’s call to be stewards of all of creation.

Respecting the world and all things in it is a matter of respecting God and IS our job the challenge to live in ways that balance our wants/needs with those of other people

4. Beauty – Creating Students will praise God by creating beautiful things. God is the creator and when we create things, we show that we’re made in His image We can praise God by creating beautiful things; this is fun and makes God smile!

5.Justice – Seeking Students will act as agents of change by identifying and responding to injustices.

We need to act as agents of change by identifying and responding to injustices God has decided to use people to do His work in this world. A responsibility and privilege!

6.Creation – Enjoying Students will celebrate God’s beautiful creation. God created a wonderful world and wants us to enjoy it God smiles when we get out, live in and experience the gift of creation

7.Servant – Working Students will work actively to heal brokenness and bring joy. This may be a response to an injustice or doing good things for the sake of doing them This may be easy for us to do but sometimes it will really push us out of our comfort zone

8.Community – Building Students will be active pursuers and builders of communal shalom. We belong in Community – living independently is not an option – This is how God made us We need to reflect shalom– to be active and eager examples of shalom-filled communities

9.Image – Reflecting Students bear the image of God in their daily lives. All the characteristics we admire in God are also within us – we are His reflection in the world People around us often form impressions of who God is by looking at us

10.Order - Discovering Students will find harmony and order in God’s creation. Creation is full of order and patterns, not just randomness There is purpose in God’s creation and we are able to discover this amazing order

Marva Dawn – streams of Marva Dawn – streams of living waterliving water VVocation - What is our task? loving God, hearing God, ocation - What is our task? loving God, hearing God,

worshipping God, asking God for what we need - finding our worshipping God, asking God for what we need - finding our passion in serving Godpassion in serving God

OOne True God – There is richness in other religious traditions ne True God – There is richness in other religious traditions but grace is available through Christ only – it takes you by the but grace is available through Christ only – it takes you by the hand and leads you hand and leads you

CCelebration of creation - Celebrate the gifts of the earth and of elebration of creation - Celebrate the gifts of the earth and of people; take time to celebrate the diversity of cultures and giftspeople; take time to celebrate the diversity of cultures and gifts

AAgape - the unconditional, "gushing" love of God that is gape - the unconditional, "gushing" love of God that is purposeful and attentive to the needs of our students - purposeful and attentive to the needs of our students - accepting, tolerant, forgivingaccepting, tolerant, forgiving

TTrinity - God is known to us in three "persons" who are rinity - God is known to us in three "persons" who are distinct, yet singular in purpose - creator, redeemer, distinct, yet singular in purpose - creator, redeemer, intercessor intercessor

IIndividual - Care and challenge for each student; individual ndividual - Care and challenge for each student; individual response to the strengths and weaknesses of each student, just response to the strengths and weaknesses of each student, just as God doesas God does

OOutward – God’s power works through us and that power is utward – God’s power works through us and that power is multiplied to our students and to their families and larger multiplied to our students and to their families and larger community community

What about YOUR What about YOUR school??school??

Our Mission - The mission of Woodland Our Mission - The mission of Woodland Christian High School is to equip our Christian High School is to equip our students for lives of Christian service.students for lives of Christian service.

Our Vision - Woodland Christian High Our Vision - Woodland Christian High School will be a vibrant Christian School will be a vibrant Christian community of learning where the love community of learning where the love of God is evident and where students of God is evident and where students will be equipped to serve in our will be equipped to serve in our society as followers of Christ.society as followers of Christ.

Our Core Values - as a Our Core Values - as a community we value…community we value…

God’s Word, the Bible, as our guide for salvation.God’s Word, the Bible, as our guide for salvation. A Christian worldview towards education, which reflects A Christian worldview towards education, which reflects

our reliance on God in every aspect of livingour reliance on God in every aspect of living Christian principles of trust, cooperation and love are key Christian principles of trust, cooperation and love are key

characteristics of this Christian community of learning.characteristics of this Christian community of learning. Our ongoing commitment is to know God better.Our ongoing commitment is to know God better. The conviction that learning must be rooted in our faith in The conviction that learning must be rooted in our faith in

order to have meaning.order to have meaning. A respect for the diversity of teaching and learning styles A respect for the diversity of teaching and learning styles

of our teachers and students as an expression of their of our teachers and students as an expression of their unique giftedness from God. unique giftedness from God. 

The commitment of all members of this community to be The commitment of all members of this community to be people dedicated to the healing and reconciling work of people dedicated to the healing and reconciling work of Jesus in this world.Jesus in this world.

The commitment of this community to continually seek The commitment of this community to continually seek more excellent ways of teaching and learning.more excellent ways of teaching and learning.

From the WebFrom the Web ““One meaning of “essential” involves One meaning of “essential” involves important important

questions that recur throughout one’s lifequestions that recur throughout one’s life. Such . Such questions are broad in scope and timeless by nature. questions are broad in scope and timeless by nature. They are perpetually arguable – What is justice?  Is art They are perpetually arguable – What is justice?  Is art a matter of taste or principles? How far should we a matter of taste or principles? How far should we tamper with our own biology and chemistry?  Is tamper with our own biology and chemistry?  Is science compatible with religion?” science compatible with religion?”

““we soon learn that answers to them are invariably we soon learn that answers to them are invariably provisional. In other words, we are liable to change our provisional. In other words, we are liable to change our minds in response to reflection and experience minds in response to reflection and experience concerning such questions as we go through life, and concerning such questions as we go through life, and that such changes of mind are not only expected but that such changes of mind are not only expected but beneficial. A good education is grounded in such life-beneficial. A good education is grounded in such life-long questions”long questions”

Grant Wiggins, “What is an Essential Question?”, taken from Grant Wiggins, “What is an Essential Question?”, taken from http://http://www.authenticeducation.org/bigideas/article.lasso?artIdwww.authenticeducation.org/bigideas/article.lasso?artId=53=53

We should ask enduring questions We should ask enduring questions because they lead to thoughtful, soul because they lead to thoughtful, soul searching reflection about great ideas. searching reflection about great ideas. A great question generates deep A great question generates deep thinking, rethinking, discourse, analysis, thinking, rethinking, discourse, analysis, debate, and reflection. It challenges debate, and reflection. It challenges presuppositions, creates dilemmas, and presuppositions, creates dilemmas, and requires more precise thinking. requires more precise thinking.

Eric Cooke, taken from Eric Cooke, taken from http://www.authenticeducation.org/bigideas/article.lasso?artid=79http://www.authenticeducation.org/bigideas/article.lasso?artid=79

Second TaskSecond Task Spend the next 20 minutes searching for Spend the next 20 minutes searching for

examples of “big idea” themes or examples of “big idea” themes or questions that may be of particular questions that may be of particular interest or use in one of your courses. interest or use in one of your courses. Please share these with others in the Please share these with others in the same subject area.same subject area.

Write down the question or theme and Write down the question or theme and spend a few minutes thinking about how spend a few minutes thinking about how you might incorporate this into your you might incorporate this into your existing curriculum and lesson plans – existing curriculum and lesson plans – we will look at this in part 2we will look at this in part 2

Next stepsNext steps

Ideally, much of your work will show Ideally, much of your work will show up in your course syllabus and timelineup in your course syllabus and timeline You might organize your course by themes You might organize your course by themes

and cover the content as it relates to the and cover the content as it relates to the themetheme

You might include a list of 3-5 of your You might include a list of 3-5 of your essential questions on the syllabus and essential questions on the syllabus and make sure you refer to at least one of the make sure you refer to at least one of the questions every second classquestions every second class

Other ideas?Other ideas?