Common Principles for Uncommon Schools

Horace Volume 5 | 1989 | Issue 5

Asking the Essential Questions: Curriculum Development: Examines why curriculum should be organized around thoroughness instead of coverage, questions instead of answers; includes a guide for using essential questions in class. Download PDF

Asking the Essential Questions: Curriculum Development

Figure 1: Essential Questions to Shape a School’s Curriculum Figure 1: A Botany Unit Designed Around Essential Questions Figure 1: A Project in Factoring for First-Year Algebra Students Figure 1: Asking Essential Questions about AIDS Figure 1: Homo-Insectivorous and the Dilemma of World Hunger What are the aims of a high school curriculum? Getting to a clear answer is the necessary first step in rethinking

COACHING HABITS OF MIND: Pursuing Essential Questions in the Classroom

by Grant Wiggins What is essential must be experienced as essential. Essential facts and theories are only understood as the results of one’s own work; they are not self-evident notions learned through words as “knowledge,” but the residue of effective performances–Habits of Mind. When they are coaching students to engage in collaborative inquiry, teachers need to insure that essential habits