When I use this collaborative strategy they feel more self-confident about what they have learned but it takes more time and they usually don’t understand all the complexity of philosopher theory. That’s why I only use this strategy once or twice a year.

I understand how different this is from  PBL and I will try to change my lesson’s planning but students have exams in the end and their problem-solving skills will not be in evaluation.

Subject: Philosophy

Driving question: Is human being free or determined in his action?

Specially targeted skills:

• Problematize and conceptualize.

• Identify, define and relate concepts.

• Formulate, analyze and discuss problems.

• Confront theories, theses and arguments.

Nevertheless, I’m trying to figure if this question can be define as open-ended, because students only have to choose between two given hypotheses. Therefore it could be less engage and inspiring. 

In order to creat curiosity and engagement, the question could be something like this: 

1.       How can Gulliver's Travels help my personal and social formation? 

2.       What I’ve learned with Gulliver's Travels will help me in the future?

3.       Could Gulliver be considered a contemporary man?

First of all, I must say that I’m a philosophy teacher, so I don´t know much about the math subjet.

Nevertheless, I’m trying to figure if this question can be define as real-world connected, because the question is hypothetical and students may not feel the impact of their work in the real world. Therefore it could be less engage and inspiring.

For exemple:In order to creat curiosity and engagement, they could do the same exercise but with something that could be bought at the school’s bar or at the stationary store and help the management to define the orders. Or, maybe, they could sell ice cream and see the result (write down how many students asked for a diferente topping).

I hope you will undersand what I’m trying to say and that this comment may help.

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