Designing Driving Questions

Hello!

I recently came across the idea of using Driving Questions (DQ) in classroom situations and more suitably when planning a PBL (Project based Learning). Before designing driving questions let us look at the main components of PBL. 

PBL is student centered and it can help students to:

• learn by doing 
• apply previous knowledge
• work in groups
• give peer feedback (critical friends)
• think creatively and critically 
• get long lasting knowledge

I have learnt that a great way to start a PBL in your classrooms is by putting forward a driving question in front of your class. However, it has to be designed appropriately in order to achieve the objective of the PBL.  We can do it in smaller groups or as a whole class. 

A driving question:

• creates a 'need to know' approach among students 
• promotes eagerness, curiosity, discussion, justification and possible solutions
• since the questions are open-ended, there is immense scope for creativity and out of the box thinking

Let's look at designing a DQ - 

There are 4 main parts to a Driving question. 

• INCIPIT - The first part of the question which makes students feel involved and provokes curiosity. Examples - 'How can we.......', 'What can we do....', 'How would you...'

• CHALLENGE - The second part of the question poses a situation/challenge/problem. Students analyze the situation and it tells them what they are supposed to do or what kind of product they can prepare. Examples - 'design your own restaurant..', 'plan and prepare a meal...', 'solve the garbage problem', 'ensure people follow traffic rules..'. Key words - plan, prepare, help, solve, create, instruct, design, etc.

• GOAL - Goal should be tangible, specific and clear. It motivates students to accomplish a cause or goal. Examples - 'to feed people..', 'to make the world a better place...', 'to bring/ensure peace...', etc.

• AUDIENCE - The outcomes of PBL are not just for the teacher or the classroom audience but it must have an impact of something or somebody known. Having a audience will the guide the students towards the questions - 'who for' or 'what for'. Examples - 'in our community..', 'in your city..', 'across the globe..', 'your neighbours..' etc.

It is suggested that we design a DQ in the same order as above - Incipit, Challenge, Goal and Audience. However, Goal and Audience can be placed interchangeably.

Let's look at a few examples of DQs- 

1. How can we plan a school carnival that will raise money for our school?

2. What can you do to ensure people follow traffic rules in your city?

3. How would you design your own reading club that will attract young readers in your neighbourhood?

DQs may or may not be related to the subject topics under study. Questions can be based on real life problems or situations to which students can relate and come up with concrete solutions.

The journey of PBL usually begins with a DQ; hence, it is important that they are well thought and designed, much before hand, and aim at creating eagerness among our students and make learning long lasting.