0.2 A summary of principles  (Page 5/5)

Instructions:

• Set a clock or a timer for 35 minutes. Do not guess when 35 minutes is up. Keep track of when you begin and at what time you must end.
• During this 35-minute time period, you are going to do one thing continuously: make a list of 100 questions . For 35-minutes, non-stop, you will write one question after another in a long list. Nostatements. No prose writing expanding on your thoughts. No poetry. Simply, write questions - one right after another in a list.

The questions can be on any topic - they might be personal, or political, related to education or not; they might bephilosophical or ordinary questions about the weather. Do not "think" too much about your questions. The point is to make a list of 100 questions - all types of questions jumbled together - and to give yourself permission to be messy anduncensored - to ask whatever comes to mind, and to put it on paper.

A list of questions might look odd when re-read because it covers a host of seemingly unrelated topics. Give yourself permission towrite a list of questions, completely uncensored by the "editor" that might live in your mind - the part of us that filters out what is "acceptable" andwhat is " not acceptable" to present to others or to ourselves.

A list might look as diverse as follows:

• When will the rains stop?
• Will Najib come home?
• How can I not feel so tired at the end of the day?
• Will I get to use Sita's bicycle?
• Why is one side of a blade of grass smooth and the other side rough?
• What will happen next?
• What would the world look like if I traveled on a beam of light?

It may be difficult to keep at it for 35 minutes, but stick with it. You do not have to write fast. You can take your time. The lessyou "think" about it and let it flow freely, the more surprises you might view later. Your list of questions might feel too private to share with others.Rest assured. You do not have to share this list with anyone. The point is to experience what it feels like to simply ask questions, uncensored, for an extended period of time.

Assignment 2 - the power of questions: continued

Assignment 2: The Power of Questions

HOW TO GET TO ASSIGNMENT 2:

One Way

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GOALS:

• To create your own personal Question Wall.
• To experience the value of asking questions.
• To see how questions can create meaningful curriculum.

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Assignment 2: The Power of Questions

Part One: Reflection

• When the 35 minutes is up, simply write 4 - 5 sentences reflecting on the process or experience of writing this list of 100 questions.Re-read your list of questions. What do you notice? What surprised you?

Part Two: Course Title and Description

• Imagine for a moment that a class of students generated these questions - not you. What would be the content of a course that you coulddesign that would address or answer 1 of the questions on the list? or 3 or 4 questions on the list? or most of these questions on the list? Give thisnew course a title and write a 6 - 7 sentence description of the course including topics to be covered, assigned readings, activities, fieldtrips, etc.

You might begin by putting your questions into groups and then giving titles to each group, or you might simply re-read your list,think about what "your imagined students are asking" and come up with a course title and write your 6 - 7 sentence course description from there. Youmight simply choose one question and write the course title and description from there. Approach it however you wish.