Overview

This step of the process requires the teacher to think about the questions that can be used to help students develop an understanding of the generalizations associated with the unit.

Resources Used in This Step

Overview of Guiding Questions
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I. Guiding Questions Overview

Once you have crafted quality generalizations, you should consider what sorts of questions can be created that will help your students grasp that generalization on their own. Before reviewing the three different types of questions, take a few minutes and review the purpose of and suggestions for guiding questions below.

Guiding Questions Overview.jpg




It should be clear, reviewing the elements above, that guiding questions are an integral component of a quality conceptual unit plan. The best questions will help students reach the generalization on their own! One thing to remember is that of course these will not be the ONLY questions that you may ask as a part of your unit!


II. Types of Guiding Questions


There are three different types of guiding questions that are derived from the generalizations that you create for your unit. Click on each one to see an example.

Let's go ahead now and see if we can identify different types of questions! Click here to begin.


III. Practice Guiding Questions

Now that we can identify the types of guiding questions, let's take a moment and consider how these questions might look as part of a unit. Compare the Kindergarten, 6th Grade, and American History II examples below. What do you notice about the questions?

Kindergarten GQ.jpg
Kindergarten Unit
6th Grade GQ.jpg
Middle School Unit

HS GQ.jpg
High School Unit
























After reviewing the overview and the examples provided for you, your next step is to take your generalizations and begin generating guiding questions for use in your conceptual unit plan. Remember that these questions may change and develop as you further refine your unit!


Disclaimer

Digital tools used during the course of this presentation have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the presentation.



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