Tutorial 6: Reflections on Using Essential Questions

Please click here to view an outline of the first Pit Stop discussion.

It was fascinating to hear the differing perspectives on big ideas, EUs and EQs, from fellow trainees.

The trainees shared how they felt big ideas and EUs help to make Social Studies teaching more effective. Several mentioned the difficulties they encountered while crafting EUs and EQs, and offered solutions to them.

My main concern however, is in making SS lessons affective. I contend that while there ought to be a clear emphasis on using EQs, EUs and BIs effectively, we must not neglect the affective domains. Hence, in designing a good lesson, the affective factor is paramount in creating meaningful learning experiences.

How can this be achieved? Mr Scott Thornbury, renown grammarian and English Language educator, asserted that teachers use realia and the emotive power of students' personal experiences, to shape affective lessons.

Admittedly, this does require time and effort on the part of the teacher, to elicit personal responses from students, which he could integrate into his lesson planning. Furthermore, Thornbury assumed that students had the necessary schema and experiences, to share and examine. This may be difficult, if students are asked to repond to topics far removed from their spheres of experience, such as drought and famine.

Nevertheless, this does not detract from the need to affectively engage students, by harnessing other strategies which exploit students' experiences, emotions and differing perspectives on EQs, EUs and BIs.

To do so, I look forward to using Intellectual Conflict and Structured Academic Controversy. Such strategies could effectively and affectively complement the suggestions offered during the discussion. Research concurs (Johnson & Johnson, 1992, 1979; Kim-Eng & Nathan, 2004).

REFERENCES

Johnson, D. W., & Johnson, R. T. (1992). Encouraging thinking through constructive controversy. In N. Davidson & T. Worsham (Eds.), Enhancing Thinking Through Cooperative Learning (pp. 120-137). New York: Teachers College Press.

Johnson, D. W., & Johnson, R. T. (1979). Conflict in the classroom: controversy and learning. Review of Educational Research, 49, 51-61.

Kim-Eng, C., & Nathan, E. (2004). Using academic controversies in the social studies classroom. In J. Ee, E. M. Kho & C. Kim-Eng (Eds.), Teaching & learning a publication for educators (Vol. 25, pp. 171-188). Singapore: Nanyang Technological University, National Institute of Education.