'Essential questions' are all too often lower order. And not that essential.
When we're working with schools on our Design Thinking School programme, one of the easiest ways to explain what we're looking for in the way a project is set, is whether the statement or questions being asked can be Googled easily: is this a Googleable or Not Googleable topic?
Provide your class with an initial piece of inspiration - a TED Talk, some objects, a provocative discussionGive students plenty of post-it notes to write one question per post-it in a short period of time - maybe 10-20 minutes.Ask students to post their questions onto a window or wall, under two headings: Googleable and NonGoogleableDiscussing what might constitute a NonGoogleable question to get some moreShare out the Googleable questions for independent researchGive time for students to present their answers to the Googleable questions to each other: students as teachersExplore the rich NonGoogleable questions as the basis of a rich project
As plans for Google's Knowledge Graph and new search emerge, Ben Morse explores the impact these developments will have on education and people working in schools
Deborah Owen's insight:
Thought-provoking article. I encourage you to read it and see what you think.
"It's not all bad news though. Teaching simply needs to adapt. How we work with children, with forming brains and how they learn, and what we do with the knowledge we access could and should be a growing priority in education....Knowledge is worthless without the tooh which to interpret it. Critical thinking, decision making skils along with group learning and knowledge interpretation will be prized highly in the very newar future. In the meantime, we're bickering over teaching to the test, and if we should bring back Latin or not. WE've found a shortcut around evolutionary learning. Teaching needs to adjust accordingly. So, why aren't we?"
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