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Essential Questions: Opening Doors to Student Understanding
What are "essential questions," and how do they differ from other kinds of questions? What's so great about them? Why should you design and use essential questions in your classroom? Essential questions (EQs) help target standards as you organize curriculum content into coherent units that yield focused and thoughtful learning. In the classroom, EQs are used to stimulate students' discussions and promote a deeper understanding of the content. Whether you are an Understanding by Design (UbD) devotee or are searching for ways to address standards—local or Common Core State Standards—in an engaging way, Jay McTighe and Grant Wiggins provide practical guidance on how to design, initiate, and embed inquiry-based teaching and learning in your classroom. Offering dozens of examples, the authors explore the usefulness of EQs in all K-12 content areas, including skill-based areas such as math, PE, language instruction, and arts education. As an important element of their backward design approach to designing curriculum, instruction, and assessment, the authors
*Give a comprehensive explanation of why EQs are so important;
*Explore seven defining characteristics of EQs;
*Distinguish between topical and overarching questions and their uses;
*Outline the rationale for using EQs as the focal point in creating units of study; and
*Show how to create effective EQs, working from sources including standards, desired understandings, and student misconceptions.
Using essential questions can be challenging—for both teachers and students—and this book provides guidance through practical and proven processes, as well as suggested "response strategies" to encourage student engagement. Finally, you will learn how to create a culture of inquiry so that all members of the educational community—students, teachers, and administrators—benefit from the increased rigor and deepened understanding that emerge when essential questions become a guiding force for learners of all ages.
*Give a comprehensive explanation of why EQs are so important;
*Explore seven defining characteristics of EQs;
*Distinguish between topical and overarching questions and their uses;
*Outline the rationale for using EQs as the focal point in creating units of study; and
*Show how to create effective EQs, working from sources including standards, desired understandings, and student misconceptions.
Using essential questions can be challenging—for both teachers and students—and this book provides guidance through practical and proven processes, as well as suggested "response strategies" to encourage student engagement. Finally, you will learn how to create a culture of inquiry so that all members of the educational community—students, teachers, and administrators—benefit from the increased rigor and deepened understanding that emerge when essential questions become a guiding force for learners of all ages.
119 pages, Paperback
First published January 1, 2013
76 people are currently reading
537 people want to read
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Displaying 1 - 30 of 40 reviews
February 14, 2019
I love writing essential questions!!! And yes, they can start with who, when, and what.
August 13, 2023
I write this review to help me implement in my high school English teaching the excellent ideas in this book (by the authors of Understanding by Design, which teaches the backward-method of lesson planning). To that end, I am going to list some of the most salient quotes, sometimes with my comments.
"If the content you are expected to teach represents 'answers,' then what questions were being asked by the people who came up with those answers?" (p. 4). This is a brilliant way to come up with essential questions (EQs) rooted the Common Core State Standards (CCSS), for example, as the authors themselves point out on page 29: The CCSS English anchor standard "Read closely to determine what the text says explicitly and to make logical inferences from it" leads to the essential question "What logical inferences can I draw, based on what is in the text?"
"What is a story?" looks like an essential question, but the authors give the caveat that if teachers "pose this question with the intent of having students give a textbook answer ('a story contains plot, characters, setting, and action'), then the question (as pursued) is not essential. However, if the question is being asked to initially elicit well-known story elements but then overturn that conventional definition through a study of postmodern novels that lack one or more of these elements, then it functions in an 'essential' manner" (p. 7). Here the authors highlight that in addition to constructing an open-ended question (using open-ended prompts such as "How well," "How much," "To what extent," etc.), for a question to be essential the intent in asking it must be to generate thinking and more questions. In this way, even yes/no questions (such as "Was World War II a story of good versus evil?") can be an essential if the teacher asks them with the intent to generate deeper thinking.
"The best EQs, handled well, make crystal-clear to students that passive learning is a non-option in the classroom; that thinking is required, not optional... a key long-term goal of education is for students to become better questioners (pp. 17-8). "By exploring questions, learners are engaged in constructing meaning for themselves" (p. 19).
The authors say the best EQs "make students want to do two things: (1) actively pursue an inquiry and not be satisfied with glib, superficial answers, and (2) willingly learn content along the way in service of the inquiry" (p. 19).
EQs "can serve as fertile checks [of students' prior knowledge] when employed as pre-assessments" (p. 34). Also, "ask the EQ as a pre-assessment, ongoing formative assessments, and as part of a summative assessment.... Then, make clear via rubrics and work samples the nature of the progress you seek" (p. 96).
EQs can be based on a key concept ("How do you know that you comprehend what you are reading?"), on purpose or value ("How important is it for readers to regularly monitor their comprehension?"), on strategy ("What do good readers do when they don't understand the text?"), and on context of use ("When should we use "fix-up" strategies?") (p. 37).
"By posing questions that elicit only a yes/no or single right answer, by calling only on students with raised hands, and by answering their own questions after a brief pause... teachers signal that school is a place where the teacher has the answers and classroom questions are intended to find out who knows them" (p. 43).
There is a useful chart on pages 45 and 50 that shows how to use an EQ in the classroom in four phrases: (1) Introduce question designed to cause inquiry, (2) Elicit varied responses and question those responses, (3) Introduce and explore new perspectives [texts], (4) Reach tentative closure. Later, the authors note that "in skill areas, essential questions usually focus on issues of strategic use of skills rather than the specific skills themselves" (p. 80). So, an EQ for a skill would not be "What do good readers do when they can no longer 'see' the movie in their mind?", which leads to a rather simple and straightforward answer, but rather "When do good readers use "fix-it" strategies?
Classroom protocols advocated by authors: Wait Time (p. 52), Think-Pair-Share [or Write-Pair-Share] (p. 53), Random/Cold Calling (p. 53), Class Survey [e.g. thumbs up thumbs down, four corners] (p. 55), more than one answer [don't be satisfied with just one answer] (p. 55).
Also, the authors recommend teachers run Socratic seminars, giving many excellent how-to pointers: "Before and after, the teacher, like any coach, offers training in the skills and strategies of collaborative inquiry and discussion and provides specific feedback and needed remediation to the class and to individuals, based on their performance" (p. 62). In addition, "teacher (and students) might watch a video of a model discussion" (p. 70). Teachers furthermore can "model appropriate versus inappropriate behaviors, list and talk about 'foul' moves in discussion... and do a think-aloud and feel-aloud to model the unease that anyone of any age may experience in a discussion of an open-ended question" (pp. 71, 72). "Ask [students] to try one or two [discussion] moves [in the upcoming Socratic Seminar/discussion], in the same way we do it in athletics; practice the moves first in drills and then apply them in a genuine performance" (p. 90). Thinking about this myself, perhaps I can give a group grade to the whole class for their Socratic Seminar discussion, based on whether they got everyone involved, really listened to each other's ideas and built upon them, etc. "A key sign of progress is when students stop unconsciously looking at you after each student contribution, as if assessing answers (or moving the inquiry forward) were yourrole only" (p. 87). Ensure that growth in addressing the essential question is assessed, whether you grade the answers or not" (p. 89). The authors give the excellent trick for grading students' listening: following a Socratic seminar, give a quiz on which students match students' names with strong points made by these students during the seminar (p. 96). Or, "use student quotes from prior discussions" as prompts on tests and other written assignments (p. 89).
"One teacher we know puts on Halloween-costume devil's horns to humorously signal a serious point–that she will challenge their thinking" (p. 57). I love this idea! Another good idea to help students see beyond a single confident answer is to "bring in book reviews, op-ed pieces, or conflicting articles to show that intelligent and informed people can disagree on important questions" (p. 73). Also, ask students "Who has a different idea?", "But how do you square that claim with her earlier claim that...?," "What are you assuming when you say..?", etc. (p. 83).
"Here is our maxim about establishing a culture for productive inquiry: walk the talk" (p. 84). I have heard a similar maxim with the same essence: "Inspect what you expect." In other words, grade students' ability to come up with various responses to an EQ, not for given you the teacher the right answer or even the idea you personally prefer.
The teacher needs to be crystal clear in explaining to students "when it is time to think and share, how such thinking and talk differ from other kinds of classroom thought and talk, and that thoughtful discussions are key goals, not just pleasant tangents" (85). On page 93 the authors provisionally suggest that anywhere from 20-50% of class time should be devoted to this type of open-ended questioning (the other 50-80% is spent on content, which is given with the purpose of building students' ability to deepen their answers to the EQs of that unit).
"Write out your learning goals for the year in a syllabus" (p. 85) so students know what they are. Post them as well as EQs on your classroom walls. Based on what the authors say on the top of p. 87 about teaching being like coaching, I intend to put the following poster on my wall:
A question that recurred to me as I read was how do EQs benefit learners? From a student perspective, how does a unit modeled around one, two, three, or four essential questions help them learn better than a unit that doesn't use EQs? This is an essential question for me to continually ask myself this year as I try out using units centered on EQs!
"If the content you are expected to teach represents 'answers,' then what questions were being asked by the people who came up with those answers?" (p. 4). This is a brilliant way to come up with essential questions (EQs) rooted the Common Core State Standards (CCSS), for example, as the authors themselves point out on page 29: The CCSS English anchor standard "Read closely to determine what the text says explicitly and to make logical inferences from it" leads to the essential question "What logical inferences can I draw, based on what is in the text?"
"What is a story?" looks like an essential question, but the authors give the caveat that if teachers "pose this question with the intent of having students give a textbook answer ('a story contains plot, characters, setting, and action'), then the question (as pursued) is not essential. However, if the question is being asked to initially elicit well-known story elements but then overturn that conventional definition through a study of postmodern novels that lack one or more of these elements, then it functions in an 'essential' manner" (p. 7). Here the authors highlight that in addition to constructing an open-ended question (using open-ended prompts such as "How well," "How much," "To what extent," etc.), for a question to be essential the intent in asking it must be to generate thinking and more questions. In this way, even yes/no questions (such as "Was World War II a story of good versus evil?") can be an essential if the teacher asks them with the intent to generate deeper thinking.
"The best EQs, handled well, make crystal-clear to students that passive learning is a non-option in the classroom; that thinking is required, not optional... a key long-term goal of education is for students to become better questioners (pp. 17-8). "By exploring questions, learners are engaged in constructing meaning for themselves" (p. 19).
The authors say the best EQs "make students want to do two things: (1) actively pursue an inquiry and not be satisfied with glib, superficial answers, and (2) willingly learn content along the way in service of the inquiry" (p. 19).
EQs "can serve as fertile checks [of students' prior knowledge] when employed as pre-assessments" (p. 34). Also, "ask the EQ as a pre-assessment, ongoing formative assessments, and as part of a summative assessment.... Then, make clear via rubrics and work samples the nature of the progress you seek" (p. 96).
EQs can be based on a key concept ("How do you know that you comprehend what you are reading?"), on purpose or value ("How important is it for readers to regularly monitor their comprehension?"), on strategy ("What do good readers do when they don't understand the text?"), and on context of use ("When should we use "fix-up" strategies?") (p. 37).
"By posing questions that elicit only a yes/no or single right answer, by calling only on students with raised hands, and by answering their own questions after a brief pause... teachers signal that school is a place where the teacher has the answers and classroom questions are intended to find out who knows them" (p. 43).
There is a useful chart on pages 45 and 50 that shows how to use an EQ in the classroom in four phrases: (1) Introduce question designed to cause inquiry, (2) Elicit varied responses and question those responses, (3) Introduce and explore new perspectives [texts], (4) Reach tentative closure. Later, the authors note that "in skill areas, essential questions usually focus on issues of strategic use of skills rather than the specific skills themselves" (p. 80). So, an EQ for a skill would not be "What do good readers do when they can no longer 'see' the movie in their mind?", which leads to a rather simple and straightforward answer, but rather "When do good readers use "fix-it" strategies?
Classroom protocols advocated by authors: Wait Time (p. 52), Think-Pair-Share [or Write-Pair-Share] (p. 53), Random/Cold Calling (p. 53), Class Survey [e.g. thumbs up thumbs down, four corners] (p. 55), more than one answer [don't be satisfied with just one answer] (p. 55).
Also, the authors recommend teachers run Socratic seminars, giving many excellent how-to pointers: "Before and after, the teacher, like any coach, offers training in the skills and strategies of collaborative inquiry and discussion and provides specific feedback and needed remediation to the class and to individuals, based on their performance" (p. 62). In addition, "teacher (and students) might watch a video of a model discussion" (p. 70). Teachers furthermore can "model appropriate versus inappropriate behaviors, list and talk about 'foul' moves in discussion... and do a think-aloud and feel-aloud to model the unease that anyone of any age may experience in a discussion of an open-ended question" (pp. 71, 72). "Ask [students] to try one or two [discussion] moves [in the upcoming Socratic Seminar/discussion], in the same way we do it in athletics; practice the moves first in drills and then apply them in a genuine performance" (p. 90). Thinking about this myself, perhaps I can give a group grade to the whole class for their Socratic Seminar discussion, based on whether they got everyone involved, really listened to each other's ideas and built upon them, etc. "A key sign of progress is when students stop unconsciously looking at you after each student contribution, as if assessing answers (or moving the inquiry forward) were yourrole only" (p. 87). Ensure that growth in addressing the essential question is assessed, whether you grade the answers or not" (p. 89). The authors give the excellent trick for grading students' listening: following a Socratic seminar, give a quiz on which students match students' names with strong points made by these students during the seminar (p. 96). Or, "use student quotes from prior discussions" as prompts on tests and other written assignments (p. 89).
"One teacher we know puts on Halloween-costume devil's horns to humorously signal a serious point–that she will challenge their thinking" (p. 57). I love this idea! Another good idea to help students see beyond a single confident answer is to "bring in book reviews, op-ed pieces, or conflicting articles to show that intelligent and informed people can disagree on important questions" (p. 73). Also, ask students "Who has a different idea?", "But how do you square that claim with her earlier claim that...?," "What are you assuming when you say..?", etc. (p. 83).
"Here is our maxim about establishing a culture for productive inquiry: walk the talk" (p. 84). I have heard a similar maxim with the same essence: "Inspect what you expect." In other words, grade students' ability to come up with various responses to an EQ, not for given you the teacher the right answer or even the idea you personally prefer.
The teacher needs to be crystal clear in explaining to students "when it is time to think and share, how such thinking and talk differ from other kinds of classroom thought and talk, and that thoughtful discussions are key goals, not just pleasant tangents" (85). On page 93 the authors provisionally suggest that anywhere from 20-50% of class time should be devoted to this type of open-ended questioning (the other 50-80% is spent on content, which is given with the purpose of building students' ability to deepen their answers to the EQs of that unit).
"Write out your learning goals for the year in a syllabus" (p. 85) so students know what they are. Post them as well as EQs on your classroom walls. Based on what the authors say on the top of p. 87 about teaching being like coaching, I intend to put the following poster on my wall:
On pages 100-1, the authors provided a rubric whereby teachers can measure how effective their classroom culture (and whereby administrators can measure how effective their school culture) is for generating student inquiry.In team sports, ultimately the teacher is not the coach, it's the game itself.
In this classroom, ultimately the teacher is not Mr. Den Houter, it's the questions themselves.
A question that recurred to me as I read was how do EQs benefit learners? From a student perspective, how does a unit modeled around one, two, three, or four essential questions help them learn better than a unit that doesn't use EQs? This is an essential question for me to continually ask myself this year as I try out using units centered on EQs!
June 24, 2014
This is an easy read for a PD book. It gets right to the point, is filled with excellent examples of what essential questions are (and are not), and doesn't leave out subjects like foreign language or the arts. All this and without being preachy or overly dramatic about the research (or heavy handed about UbD). The one area where I think it would be helpful to have more specific examples is the end of unit project or assignment that ties back to the essential questions. These are mentioned but only briefly and superficially in my opinion.
December 10, 2018
4.5 stars
Gave me a much better understanding of how teacher questions can drive student inquiry, especially in the PYP framework. Definitely recommended for teachers interested in concept based learning and inquiry.
Gave me a much better understanding of how teacher questions can drive student inquiry, especially in the PYP framework. Definitely recommended for teachers interested in concept based learning and inquiry.
December 31, 2017
This book focuses on a very specific aspect of teaching: The framing and use of essential questions in the classroom. Essential questions are questions that are open-ended, provoke meaningful discussion and inquiry, and can be revisited throughout a unit, a curriculum, or even across disciplines or grade levels.
There are a lot of good ideas and inspiration in this book for creating a more inquiry-based classroom, whether or not you decide to go all-in with essential questions as a central device for the curriculum.
There is a lot of influence from Understanding by Design, which was developed by the authors of this book, and teachers already working with UbD will find this to be a nice supplement. It also stands reasonably well on its own, although UbD is referenced a fair amount.
As with other professional development books I've read that focus on a specific topic, there were places here where it felt like the author was stretching. A section on action research in the final chapter felt shoehorned in, and there was a bit more repetition of ideas than was really necessary in the early chapters. That being said, the books is a quick read, and generally keeps to its focus, while delivering a nice set of practical ideas that can be put to immediate use in the classroom.
There are a lot of good ideas and inspiration in this book for creating a more inquiry-based classroom, whether or not you decide to go all-in with essential questions as a central device for the curriculum.
There is a lot of influence from Understanding by Design, which was developed by the authors of this book, and teachers already working with UbD will find this to be a nice supplement. It also stands reasonably well on its own, although UbD is referenced a fair amount.
As with other professional development books I've read that focus on a specific topic, there were places here where it felt like the author was stretching. A section on action research in the final chapter felt shoehorned in, and there was a bit more repetition of ideas than was really necessary in the early chapters. That being said, the books is a quick read, and generally keeps to its focus, while delivering a nice set of practical ideas that can be put to immediate use in the classroom.
June 20, 2020
I’ll need to reread this book several times before introducing and implementing with our staff, but already after one read, I’ve come away validated in certain aspects of the way we run our middle school and challenged to change a few things as well. Looking to *finally* shift from posting objectives to posting essential questions to spark inquiry and motivate thought in our classrooms. Now - how to get the other teachers on board...
July 21, 2025
Again, the preface to the 1⭐️ rating: if you are new to the concept of essential questions, this is a great place to start.
As a professional lady who is over 50% done with a masters program in Curriculum & Instruction ... GIRL WHY ARE WE READING THIS!?!?!?! WE ARE LEARNING NO NEW CONCEPTS! McTighe has just restated the obvious that he already did back in 2010 and MANY other scholars have done as well. This is utter craziness and yes, I am bitter for having to read this AGAIN.
As a professional lady who is over 50% done with a masters program in Curriculum & Instruction ... GIRL WHY ARE WE READING THIS!?!?!?! WE ARE LEARNING NO NEW CONCEPTS! McTighe has just restated the obvious that he already did back in 2010 and MANY other scholars have done as well. This is utter craziness and yes, I am bitter for having to read this AGAIN.
July 21, 2025
Again, the preface to the 1⭐️ rating: if you are new to the concept of essential questions, this is a great place to start.
As a professional lady who is over 50% done with a masters program in Curriculum & Instruction ... GIRL WHY ARE WE READING THIS!?!?!?! WE ARE LEARNING NO NEW CONCEPTS! McTighe has just restated the obvious that he already did back in 2010 and MANY other scholars have done as well. This is utter craziness and yes, I am bitter for having to read this AGAIN.
As a professional lady who is over 50% done with a masters program in Curriculum & Instruction ... GIRL WHY ARE WE READING THIS!?!?!?! WE ARE LEARNING NO NEW CONCEPTS! McTighe has just restated the obvious that he already did back in 2010 and MANY other scholars have done as well. This is utter craziness and yes, I am bitter for having to read this AGAIN.
November 29, 2020
Not much in here I didn't read in Understanding by Design. Still, it offers a shortcut version to help people understand essential questions if you didn't want to jump full into Ubd. Also includes a few other specific insights into the essential question process. Great introduction, if you haven't jumped all the way in yet.
June 17, 2017
Finished it a while back...a good reference to go back to time after time. I have used parts of it in my professional learning with staff over the past couple of years.
December 1, 2018
Very useful.
Read
March 20, 2021(for school)
August 7, 2021
One of the best pedagogy books out there. It helped me organize my classes to foster deeper learning and present content so much more effectively.
June 20, 2022
a few gems in here
January 1, 2021
After spending time through the years study the research around Understanding by Design, a book focused on Essentials Questions was a good dive. Getting the EQ of a unit is a consistent challenge for me, and this book offered a few tips to fine tune my process.
September 2, 2014
McTighe and Wiggins effectively and succinctly define, explain, and pave the way toward a culture of inquiry that may be applied to virtual any field of learning. Rather than focusing merely on rote memorization and regurgitation of material for exams to be graded based solely on “right or wrong” answers, we aid our students (and one another) by considering larger concerns—what McTighe and Wiggins call Essential Questions, those that require continued thought and inquiry. By encouraging better thinkers, we encourage better learners and doers. Packed with helpful charts, examples, Q&As, problems and resolutions that address a number of fields (the arts, English, history, literature, and mathematics, to name a few) this will prove to be helpful for any educator, regardless of field, venue, and age/level of student. I recommend this book as a “must read” for any educator, and I would go so far as to encourage students to read it, as well. It will likely cause a complete reassessment of one’s own teaching and learning experience!
A fellow teacher gave me the gift of Essential Questions by McTighe and Wiggins when I was sitting in on a brainstorming and planning session he and my wife were having in preparation for a class they are tag-teaming. He has several copies on a bookshelf in his office, I imagine just for this purpose, and I’m grateful for being one of the recipients!
A fellow teacher gave me the gift of Essential Questions by McTighe and Wiggins when I was sitting in on a brainstorming and planning session he and my wife were having in preparation for a class they are tag-teaming. He has several copies on a bookshelf in his office, I imagine just for this purpose, and I’m grateful for being one of the recipients!
January 19, 2016
This book was provided to all of the teachers in my building for a book study, as the administration (myself included) will be focusing on questioning and essential questions during evaluations in the coming school year. The content of the book is important, and it's filled with excellent examples of essential questions in several content areas.
I personally found the book to be quite dry, but I could tell the authors were attempting to make the subject as interesting as possible with their content-specific examples of questions and the parallels the authors drew between teaching, questioning, and coaching sports. I think I would have enjoyed reading it more had I read it as part of a discussion group that met regularly to reflect upon the book.
I personally found the book to be quite dry, but I could tell the authors were attempting to make the subject as interesting as possible with their content-specific examples of questions and the parallels the authors drew between teaching, questioning, and coaching sports. I think I would have enjoyed reading it more had I read it as part of a discussion group that met regularly to reflect upon the book.
November 10, 2013
A quick, easy-to-read guide to encouraging student inquiry in the classroom, and designing challenging lessons for that purpose. This book challenges me to press beyond the transmission/recall approach to curriculum, and instead design my lessons around clear, substantive questions that students can continue to contemplate long after school is out. This is the first of my textbooks to offer practical advice on creating meaningful curricula, and deserves a permanent place in my professional library.
Buy this title from Powell's Books.
Buy this title from Powell's Books.
August 9, 2016
5 stars = It was amazing; that's a pretty high bar, but this book reached it. I'm going to have to buy another copy to share with our principal, because my copy has notes and tabs all over it! I'm looking forward to reading UbD & some of this teams' other work, but I think I will keep coming back to this one.
June 12, 2013
The Good: Slim volume clearly achieves it purpose through multiple examples and explanations. Effective organization. Doesn't belabor points. Offers a great entry into essential questions for teachers.
The Bad: This slim volume with its 8.5x11 size is actually unwieldy and difficult to hold. I don't understand the thinking behind making the pages so big.
The Bad: This slim volume with its 8.5x11 size is actually unwieldy and difficult to hold. I don't understand the thinking behind making the pages so big.
October 14, 2013
The authors have filled this book with great examples of what good essential questions look like, and clearly laid out the 7 defining characteristics of good essential questions. This book is a great read for those interested in creating a more dynamic culture of inquiry in their classroom - worth the read.
September 18, 2014
A little dry sometimes but eminently practical. This was exactly what I'd been looking for. Inquiry and curiosity are paramount if we are going to actually teach students to think for themselves. This book helps you use them. I am so glad I found it and read it. I wish our entire district was using it for staff development.
August 3, 2014
Quizzical on how to write understanding questions for exams? Much more increase your students opportunity to develop critical thinking, problem solving, and understanding? This books get into the deep of tackling how to write essential questions that guide not only classroom discussions but forming deeper understanding.
December 9, 2013
A fairly easy read with many good examples to guide teachers through creating meaningful units of study for and with students. It emphasized the importance of questioning in how we see and read the world.
July 12, 2016
Enjoyed the discussion since I never feel I nail the EQ in my units. Turns out, I do, but I primarily use topical essential questions, not over-arching essential questions. Good summer review before I start planning for 2016-207.
August 5, 2016
This book is very concise and to the point. It is relevant to educators' work to make instruction meaningful (both using and sometimes despite standards). I've actually read this before and just pulled it back out at a point when I was stuck in a unit for some extra focus motivation.
February 22, 2022
Essential Questions are truly the backbone to a solid curriculum. This book leads you on a path to identify essential questions and build your curriculum around them. Another great book for Professional Learning Communities to share.
March 27, 2016
This is a great book! I can't wait to use this when developing new units and lessons when incorporating the Common Core. This is a great guide!
April 28, 2013
The essential questions will be useful in our curriculum revisions.
July 27, 2014
Packed with insight and clarity about the why, the what, and the how to bring learners to understanding in its fullest sense, this is a book worth reading over and over.
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