The driving question helps focus the problem based learning project. It helps focus the project for both the teacher and the student (Miller 2015). Additionally, the driving questions helps learners understand the purpose of the project. The driving question is not easy to answer. It requires planning, research, and communication in order to present the action developed by the team. The driving question gives students a focus for the project without giving them the answers.
The driving question “How can you teach compassion for children?” focuses the project for the teacher and the learners. The subquestions allow learners to generate ideas that will assist them in their final product. Students will have to determine what compassion is and how it can be taught. Additionally, as the final lesson will be taught to first and second graders, the learners must determine what methodologies will work best for that grade level. Students will analyze where compassion can be seen on a daily basis and how that action illustrates compassion. The subquestions will assist the students in creating that final product for answering the driving question. By first creating the driving question, the subquestions make it easy to create and implement the entire unit.
For the visual product, I have decided to use Padlet. This particular Padlet allows users to add links, pictures, and thoughts about the driving question. Additionally, students can comment on one another’s posts about any given topic. Students can work collaboratively within their own groups and comment on the work of other groups. This will allow for true collaboration while working on the final product.
Miller, A. (2015). How to Write Effective Driving Questions for Project-Based Learning. Retrieved May 28, 2016, from http://www.edutopia.org/blog/pbl-how-to-write-driving-questions-andrew-miller