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Developed by the Right Question Institute, the Question Formulation Technique, or QFT, is a structured method for generating and improving questions. It distills sophisticated forms of divergent, convergent, and metacognitive thinking into a deceptively simple, accessible, and reproducible technique.

The QFT builds the skill of asking questions, an essential - yet often overlooked - lifelong learning skill that allows people to think critically, feel greater power and self-efficacy, and become more confident and ready to participate in civic life.

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What is the QFT? - Right Question Institute

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The Question Formulation Technique (QFT) is a simple but rigorous step-by-step process designed to help […]

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Project Oriented Learning vs Project Based Learning

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Project Oriented Learning vs Project Based Learning

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iii. DOLZ; NOVERRAZ; SCHNEUWLY. Sequências Didáticas para o oral e para a escrita apresentação de um procedimento (1)

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WIDA- Tools and Resources for Multilingual Learners

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WIDA- Tools and Resources for Multilingual Learners

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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Capítulo de livro - O planejamento de Projetos Pedagógicos em Contextos Bilíngues

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Capítulo de livro - O planejamento de Projetos Pedagógicos em Contextos Bilíngues

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We've noticed over the years of facilitating our PBL 101 workshops that one of the most challenging parts for teachers designing a project is writing the driving question.

One reason is that it's a writing task, and not everyone is a writer. Many teachers are great at creating curriculum units and lesson plans, and many are great at working with students, but crafting the wording of a question that captures the heart of a project can be tricky.

Let's review. A good driving question meets the following criteria:

Engaging for students. It is understandable and interesting to students, and it provokes further questions and focuses their inquiry process.

Open-ended. There are several possible answers, and it cannot simply be Googled.

Aligned with learning goals. To answer it, students will need to learn the targeted content and skills.

Troubleshooting Common Pitfalls

Let's look at some typical "first drafts" and how they can be improved to better meet the above criteria.

What were the causes of the U.S. Civil War?
Not open-ended and does not require critical thinking and debate.

What was the most important cause of the U.S. Civil War?

What should people consider when planning for financing college or buying a home?
Not as engaging as it would be if it were specific and had a charge to take action.

What financial planning advice would we give to our "client" family?

Why is genetic engineering a bad idea?
Engaging, but slanted in one direction.

Should we allow designer babies?

How can we use measurement skills and geometry to plan a park?
States learning goals but doesn't have to; lacks a purpose or "why."
How can we plan a park that people in our community will visit?

Specify the Role & Product, or Not?

Another issue about driving questions that crops up in our workshops and among our National Faculty when coaching teachers is more matter of preference, although it can affect student engagement. You'll notice on the above chart that I did not include the project's product in any of the revised driving questions. I also did not include a role that students are playing. But the product and role could be specified in some projects, and might be useful for students in some cases.

At the Buck Institute, we talk about two general types of driving questions in PBL, and here are some pros and cons for each...

1. Driving Questions that explore a philosophical or debatable issue, or an intriguing topic, such as:

Is there "liberty and justice for all" in our society?

Could there be life on other planets?

What should be our policy on immigration?

What does it mean to be a man?

Does it matter what we eat?

Pros: Highly engaging to students; the kind of question they'll keep talking about when they leave the classroom. Often resemble "essential questions" found in Understanding by Design and the Coalition of Essential Schools, which teachers may be familiar with.

Cons: Harder to write; may feel like advanced PBL practice because the task and product are not spelled out. Typically found more often in upper grade levels and certain subject areas (e.g., humanities) more than others (e.g. math, world languages, career/tech).

2. Driving Questions that specify a product to be created or a problem to be solved-to which the students' role may be added, such as:

How can we help protect an endangered species in our area?

How can we reduce bullying?

How can we create a guide to our community for new immigrants?

How can we, as historians, create podcasts that tell the story of our city?

How can we, as medical interns, diagnose a sick patient?

Pros: Easier to write. Helps focus younger students on their task in a project. Roles define the kind of thinking we want students to do (as historians, scientists, etc.), add a real-world element, and can be good for career exploration.

Cons: Can feel less engaging for students; sometimes simply states what the teacher wants students to do. Roles may feel fake to some students; older students in PBL especially may prefer being themselves.

As with many decisions teachers need to make when designing and facilitating PBL, how to write a driving question depends on your own style, your context, your students.

I lean toward student engagement as the most important criterion. I'd also advise teachers to get feedback from colleagues on your draft driving questions-and even from students in a focus group.

Or you could actually co-craft it with students... but that process is a whole 'nother story (see this post by our National Faculty member Sara Lev for more on that).
Feel free to reach me on Twitter @johnlpbl to share your driving questions and get feedback!

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A Tricky Part of PBL: Writing a Driving Question

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PBLWorks Editor in Chief John Larmer gives guidance for troubleshooting pitfalls and deciding which type of DQ fits your project.

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Students work together to investigate local species that are (or were) native to the area and are now endangered or threatened. Students record findings in field journals and compare their findings with the populations in various ecosystems and habitats around the world. Students research and record information such as the inherited traits, learned behaviors, adaptations, life cycles, and food chains of key species in various habitats and make connections to the local species and habitat they are investigating. Students work together to determine why the species is no longer thriving or surviving and how they might protect or positively affect the species, and then students communicate this information to their larger community.

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Students work together to investigate local species that are (or were) native to the area and are now endangered or threatened. Students record findings in field journals and compare their findings with the populations in various ecosystems and habitats around the world.

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In this project, students read and discuss books about well-known historical and present day figures (e.g., Malala Yousafzai, Sojourner Truth, Cesar Chavez) who have worked in different ways to make their communities and worlds better. They also talk about examples of people in their own lives and communities who they have seen working to improve conditions at a local level These people might be family members, teachers, neighbors, or others. Students work together as a class to create a shared set of characteristics for a community hero. Then each student chooses (with support from a teacher- or class-created list) one community hero on which to focus. Each student uses drawing, sculpture, collage, or another artistic medium to create a portrait of the hero along with a paragraph caption explaining who the hero was and how they contributed to their community.

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In this project, students read and discuss books about well-known historical and present day figures (e.g., Malala Yousafzai, Sojourner Truth, Cesar Chavez) who have worked in different ways to make their communities and worlds better.

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Confusion, and fear about vaccines-- especially the new mRNA COVID-19 vaccines-- is leading to a resurgence in COVID-19 cases around the United States. In this project, students explore the science behind the SARS-COV2 virus and vaccines and work in teams to develop a resource that explains the science of viruses and vaccines to a focus audience of their choice. Students learn about traditional and mRNA vaccines, explore how the body develops antibodies from traditional and mRNA vaccines through the process of protein synthesis, and learn about the process of testing vaccines through clinical trials. They also explore how viruses mutate and unpack the implications of breakthrough cases. Students investigate issues of health literacy and public health communication, identify a specific audience (e.g., teens, vaccine hesitant communities, etc.), and develop a resource and host an event to teach that audience about viruses and vaccines.
NOTE: This project was developed based on known information as of early September, 2021. Given that our knowledge and the COVID-19 virus continue to evolve, you may wish to use this project as an overarching structure, but update as needed to include new information as it emerges. As you facilitate this project, keep in mind that content related to COVID-19 may be sensitive and personal for many students. Preview the resources with your students in mind, and incorporate social-emotional supports throughout the project to create a safe culture for learning and discussion. (More ideas are provided in the full project resources.)

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Confusion, and fear about vaccines-- especially the new mRNA COVID-19 vaccines-- is leading to a resurgence in COVID-19 cases around the United States. In this project, students explore the science behind the SARS-COV2 virus and vaccines and work in teams to develop a resource that explains the science of viruses and vaccines to a focus audience of their choice.

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In this project, students put historical revolutions on "trial" to determine their effectiveness in improving the conditions of the people. After engaging in a simulation of a dramatically inequitable society, students reflect on the reasons why revolutions begin. Teams research revolutions from key moments throughout history (e.g., the Russian, Haitian, Cuban, or French revolutions) to understand the conditions and impacts of each revolution. Students are then assigned to take sides and roles↣-attorneys or witnesses for the prosecution or defense-in a mock trial for their focus revolution. Teams must work together to gather evidence and build cases to show the ways in which their assigned revolution did or did not help improve conditions for the citizens of the country they are studying.

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In this project, students put historical revolutions on "trial" to determine their effectiveness in improving the conditions of the people. After engaging in a simulation of a dramatically inequitable society, students reflect on the reasons why revolutions begin.

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Pesquisa - O planejamento de projetos pedagógicos em contextos bilíngues

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Pesquisa - O planejamento de projetos pedagógicos em contextos bilíngues

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O PLANEJAMENTO DE PROJETOS PEDAGOGICOS EM CONTEXTOS BILINGUES

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RESUMO A presente pesquisa tem como objetivo a proposição de uma sequência para o planejamento por meio de projetos pedagógicos em contextos de educação bilíngue. A necessidade de tal pesquisa se revela, em nossa experiência, como

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We empower educators to reimagine and redesign learning through impactful pedagogy and meaningful technology use. We achieve this by offering transformative professional learning, fostering vibrant communities, and ensuring that digital tools and experiences are accessible and effective.

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We create practical, timely, affordable professional learning to help educators and instructional leaders provide students with a modern, equitable, and quality education.