How Do We Use Essential Questions? Here's a sample rubric for measuring the degree of student autonomy: Level of Independence Descriptor Independent ‘Learner completes task effectively with complete autonomy. Lightly scaffolded Learner completes task with minimal assistance (eg., 1-2 hints or reminding cues from teacher). Scaffolded Learner needs step-by-step instructions and scaffolding tools (e.g., a graphic organizer and a checklist) to complete the task. Simplified task, with Learner needs the task simplified; requires con- considerable support stant feedback and advice, review, and reteaching; needs constant encouragement to complete the task. No independence ‘The learner cannot complete the task, even with considerable support. Progressions of this sort can naturally apply to the use of essential questions. ‘Whether we focus on the teacher (gradual release) or the student (increasing responsibility), the point is the ingly autonomous in advancing the inquiry and discussion, either by asking ques: tions or by responding to them on their own, Your goal as teacher? Make yourself obsolete over time! me. Over time students need to become increas. Socratic Seminar ‘A formal approach for the self-directed involvement of learners in the exploration of essential questions is known as the Socratic seminar. Mortimer Adler popular~ ized this idea 30 years ago in The Paideia Proposal (1982), though it has old roots the Great Books program at St. John's College and the seminar approach used at Columbia University and the University of Chicago. Adler argued for a system of three explicitly different educational goals—acauisition of organized know! edge, development of intellectual skills, and enlarged understanding of ideas and values—supported by three associated forms of pedagogy. According to Adler, the third goal, enlarged understanding, is neither didactic nor coaching. It cannot be teaching by telling and by using textbooks. It must be the Socratic mode of teaching because it helps the student bring ideas to birth. Itis teaching by asking questions, by leading discussions, by helping students raise their minds up... toa state of understanding or appreciating. (p. 29) ' 81