Mastering the Art of Driving Questions in Project-Based Learning

Driving Questions in Project-Based Learning

• The webinar is hosted by John Larmour and Gina El Agua Naga from the Buck Institute for Education.

• The driving question for the webinar is "How can I use driving questions effectively in project-based learning?"

• The Buck Institute for Education has eight essential elements for project-based learning, and a driving question is a key element that frames the project for students.

• A driving question serves both students and teachers by providing a focus for the project and guiding the teacher's planning.

• A good driving question should be engaging, open-ended, and aligned with learning goals.

• There are three categories of driving questions: philosophical/debatable issues, specifying a product/task/problem to be solved, and adding a real-world role for students.

• Mock trials, persuasive letters, debates, and speeches are examples of products that can connect to philosophical/debatable driving questions.

• For specifying a product/task/problem to be solved driving questions, the products/tasks/problems should be concrete and related to the driving question.

• The Buck Institute for Education offers webinars throughout the school year on project-based learning topics.

• The webinar is archived on the Buck Institute for Education's YouTube channel and website.

• Participants can ask questions during the webinar using the chat feature and questions will be answered at the end of the session.

• The Buck Institute for Education offers a document with criteria for a good driving question that can be downloaded from Dropbox.Crafting Effective Driving Questions for Project-Based Learning

• Adding additional products deepens student understanding and provides a way for teachers to collect data on student learning.

• Four types of driving questions include: problem to solve, intriguing topic, product to design, and adding a real-world role for students.

• By adding a real-world role for students, it adds authenticity, rigor, and depth to the project work and helps students understand adult roles outside of the classroom.

• Consider the types of products that would be designed with each driving question to add authenticity to the project and connect students with the adult role they are taking on.

• Common challenges when crafting driving questions include: questions that are too general, too obvious, too teacher-like, or too broad.

• Refining driving questions can involve adding a local context or charge for action to make it more engaging and meaningful for students.

• The -brick tool can be used to craft and refine driving questions for project-based learning.

• Students can also generate their own driving questions as they become more comfortable with the process.

• Driving questions should be open-ended, aligned with content, and engaging for students.

• Adding a real-world role can help students understand the context and purpose of their learning.

• Authenticity in project-based learning can be achieved through real-world roles, products, and local context.

• Refining driving questions can involve transitioning from teacher-centered questions to student-generated questions.Using Driving Questions in Project-Based Learning

• Driving questions guide the work for students and teachers in project-based learning.

• There is no right way to create a driving question, as each question takes a project on a different path.

• Driving questions should be revised to be student-friendly and engaging, with local context and real-world problem-solving.

• A project wall can be used to display the driving question and other elements such as word lists, calendars, checklists, rubrics, and sample products.

• A digital project wall can be used instead of a physical wall in secondary classrooms.

• A project sheet outlines the expectations and products students will create, and restates the driving question.

• Reflection is an essential element of project-based learning and can be done through written reflection, group discussion, or Socratic seminar.

• Younger students can develop their own driving questions with guidance from the teacher, while older students can write their own questions entirely.

• Launching a project with an engaging entry event can help guide students towards creating a driving question that encompasses content.

• The teacher can have final say in refining a student-created driving question.

• Authenticity can be balanced with pretend by having students play a role or creating products that will be shared publicly and used by experts.

• Project-based learning aims to make learning authentic and engaging, even when concepts are difficult to grasp.