Driving Questions. Now that we have looked at how to ask questions, let's look at why we ask questions.
What is our objective? The kind of question we ask our students changes depending on how far along we have progressed in a project and on the mastery level of our students. As students proceed through a project, we can identify two levels of progression: horizontal and vertical. Horizontal progression enhances the breadth of student knowledge and occurs as students work through different stages of a project. Vertical progression enhances the depth of student knowledge and occurs as students gain mastery of each topic. 3 Steps to a Driving Question for Project Based Learning. In the last post of the Project Based Learning series, I introduced what project based learning is and the benefits of using Project Based Learning in corporate environments.
Now that we know what PBL is and have seen an example of it's use in a corporate environment, let's dive into developing Project Based Lessons for corporate training. Project Based Lessons begin with what I believe to be the most critical aspect of the instructional design process, the Driving Question. Houghton Mifflin's "Project Based Learning Space" defines driving questions as; "A driving question or problem that serves to organize and drive activities, which taken as a whole amount to a meaningful project. " The driving question is both the foundation and the blueprint that gets learners started and guides them throughout the project. Craft the Driving Question - Explore 1.