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I want to know a definition of both and why they are so important to SEL specifically. I also want to know how to create a great essential question rather and just a question. How do you know that it is a good question?

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I know we need to ask questions that are open-ended and encourage discussion. We need to make sure students have a baseline understanding before continuing to teach more, also what we want them to know.

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I know that questions should push students towards higher level thinking instead of simple, one word, answers. I also know that students need to have a strong understanding of basic skills before continuing on to more complex information and situations.

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I want to know how EU and EQ impact students for SEL. I want to know more about how to create a better understanding of SEL skills for students.

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Students can answer why and what they are doing. Students are more engaged (less active and more student-led, and students interaction). A “big” it helps us make sense of things. It is a powerful, but not a big idea. Always draft your idea first. Getting the questions right takes discipline, skill, and artfulness.

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I know that we should ask questions that require them to think deeper and not be able to answer with just one word.

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I would like to learn how to ask better SEL questions for students that I am getting to know. I find it easier to ask to deeper thinking of students that I have a relationship with already. I would also like to figure out how to have high school students understand at least a little bit about the importance of SEL activities.

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I know that Enduring Understandings and Essential questions are used as a way to drive a unit or class. These specific understandings and questions help teachers create a unit or lessons which build off of one another so that students achieve more. This is because with enduring understanding and essential questions, it scaffolds learning for the students. What do I need to know, that will help me learn more later?

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What I would like to know more about is how to ask stronger essential questions, and how I can utilize them more within my classroom. If students are aware of their enduring understandings and essential questions, do they find more success in their individualized learning?

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The elements I really like with EU, EQ and UBD is how much it puts on student learning and discovery vs. the teacher just telling many facts. Enduring Understandings allows for content and skills that kids can use in their lives. Essential questions drive students into thinking deeper about the topics they are learning about. When crafting essential questions, it is important as the educator, to constantly be critiquing the questions we ask. Do they challenge students to think? Are they leading questions? Does the question involve inquiry? I really enjoyed the article about Big Ideas. I try to utilize this in my activities with my students. As I move forward, I will look at my Big Idea Questions and see if they do activate learning.
The three elements the discussed were meaning-making, transfer and acquisition. These three elements help students and learners actually think because of structure of UBD, EU, and EQ.

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I know that when designing questions it is important to think about what you want students to learn. It is helpful to think about the big ideas of the unit and then formulate questions that they should be able to answer by the end of the unit.

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I would like to know how to better formulate effective questions. I also would like to know how to implement them into my room more effectively. Another question I have is when using a curriculum, how do I build questions that support the work we are doing even when I am not the one writing the lessons?

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One thing I liked about this learning is how it supports student choice. Students can build their own schemas about and idea and it overall pushes them to think deeper. It also pushes an educator to allow student choice and to design lessons that lead to individual thinking.

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I learned about the importance of asking an open ended question that leads to great discussions. Questions should also be focused toward big ideas that apply throughout the whole unit. Another thing that resonated with me is efficiency vs effectiveness. It is important to cover topics, but if we fly through everything, students will not get a firm understanding of any of the concepts.

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I know when designing lessons and even units, I need to always "keep the end in mind." In addition, I also know that I need to keep this phrase in the back of my mind each day when I am teaching or interacting with students in order to provide the best targeted learning environment I can for my students.

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I would like to know what the best method of keeping the end in mind would be in the classroom. Is this something only I should know? Is it something I should discuss with my students at the beginning of a lesson or unit? Or is it something I should have posted in the classroom?

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I learned how important it is to pose a thought-provoking question and not a leading question. I am nervous about my ability to craft effective essential and "big" questions right now, but I was also reassured that just writing down ideas without editing is an important step towards writing these questions. Overall, the articles and video made me reflect on my own lessons and units and make me want to reassess each one.

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I know that essential questions are designed to focus the understanding of a unit or lesson. An essential question is designed to get students thinking about what they are going to be learning. This open-ended question is revisited throughout the unit to build enduring understanding.

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I would like to know how formulating essential questions and enduring understanding can work together to enhance SEL.

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I learned the difference between acquisition, meaning-making, and transfer. I learned that essential questions are important to get students to make meaning out of the content and deepen their understanding. One thing that impacted me is that UbD is a shift from teacher directed learning to student directed. Also, it is not important to try and cover everything, but students need to gain a deeper understanding (transfer) of the content.

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I learned that when we are teaching we need to make sure that students are able to tell us what they learned in their words in more open-ended ways. For example, being able to write the definition does not show us what they learned and how it can be applied, but that memorized it. The student being able to explain in their own words and apply will show us more that they understood the topic. I think that being more aware of this will help with the students that are always asking the "why" do we have to do this.