Thoughts on Education

May 25, 2015

My reply to Willingham, Part 2

# | Essential Question |
---|---|

1 | What are the benefits of taking a chance in language? The risks? |

2 | When I write, how will I make my "voice" heard? |

3 | What other resources, besides the Internet, can we use for research? |

4 | How does a poet use imagery to create a mood in his/her writing? |

5 | Why do people sometimes push others away? When is "cool" uncool? |

6 | What do I know? What do I need to know? How can I find it? |

7 | How do these facts fit together? If I know one of them, can I find the others? (How do I know when to add or subtract?) |

8 | How can we best find out and illustrate rate of change? When is it useful? |

9 | Which tool should I use? Which unit? |

10 | Which algebraic representation of a shape is most useful to me in this situation? |

11 | How useful are predictions from best-fit lines? What limitations are there to our predictions? |

12 | To what extent do the parameters influence the shape (equation, etc.) of a graph? |

13 | What is a simpler but equivalent way to express this? Is it useful here? |

14 | How much do I have? |

15 | What important conventions are required to make algebra "work"? Are some more important than others? |

16 | What is the best way to represent this (a particular relationship)? |

17 | Should I represent a quadratic function algebraically, graphically, verbally, or some other way? How do I decide? |

18 | How do I know if a quadratic model is appropriate? |

19 | What do I know about this problem? |

20 | What family of equations/graphs best represents this problem/situation? What does it tell us is equivalent? What is important about this equivalence? |

21 | How do trig and basic math lead to polar representations and vector concepts? |

22 | To what extent can I adapt an existing formula to meet this new situation? (How can we use basic formulas to calculate the areas and perimeters of the various results of intersecting lines and circles? How can we use similar triangles? ) |

23 | What is a sufficient condition for that conclusion? What is a necessary condition of that hypothesis? |

24 | What are genes and how are they organized? |

25 | EQ1: Does talent come naturally or is it learned? |