Name: Thompson, Kelsie
Citation: Wiggins, G. (2014, December 8). Questions about Questions: NCSS and UbD. Granted, and… ~ thoughts on education by Grant Wiggins. Retrieved August 5, 2020, from https://grantwiggins.wordpress.com/2014/12/08/questions-about-questions-ncss-and-ubd/
Background: This post comes from a blog entitled Granted, and… ~ thoughts on education by Grant Wiggins. I discovered it while exploring various web pages about the C3 Framework – an instructional approach founded on inquiry to promote college, career, and civic life readiness for students – as it was mentioned as a helpful resource for those who want to learn more about designing and implementing inquiry in social studies well. The inquiry design model is fundamental to the C3 Framework, as is collaboration and experimentation by educators who want to try this approach out for themselves. I became familiar with the C3 Framework for Social Studies State Standards during my undergraduate pedagogy and history courses, as well as the importance of creating good questions, so I am eager to share this helpful resource!
Summary: In a nutshell, this blog post exists to help educators navigate the process of designing meaningful essential/compelling and supporting questions as they and their students prepare to embark on an inquiry journey. In this post, Grant Wiggins, co-author of Understanding by Design, explains the differences and similarities between the language used by the National Council for the Social Studies (NCSS), which published the C3 Framework for Social Studies, and his own book in defining these types of questions. In doing so, Wiggins offers valuable insight into the traits and functions of good supporting and compelling/essential questions, as well as the process for creating them. Wiggins uses a variety of examples to demonstrate this process to the reader, which includes discussing the challenges that can arise and how to match the wording of each question to its intended purpose.
Evaluation: I found this post to be very insightful, thoughtful, practical, and overall well worth my time to read. There is clarity, detail, and vitality, making this a fascinating and highly readable piece. It is evident that Wiggins has extensive firsthand experience with writing questions, has clearly studied this topic closely, and bases this post on other credible, reputable sources, which lets me know that I can rely on this information. I strongly believe that asking good questions transforms learning and is a trait of a lifelong learner, so I think this post and the C3 Framework in general contribute well to those ends. I feel inspired to use this post to create my own reference sheet for question-making, and it is my hope that my fellow educators on here will benefit from learning more about writing good questions, too.