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For example, more than 60% of participants did not drive, so the driving question was excluded.
In the Driving Question Board, the teacher posts the unit's driving question on a posterboard (Weizman, Shwartz, & Fortus, 2008).
This is the driving question behind any aircraft carrier.
A driving question for a project might ask students to discover: How do we learn best?
A driving question you might ask students to consider: What keeps us from caring?
The driving question for an action project might ask students: How can we reduce our school's carbon footprint?
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These are often called driving questions because they drive students toward important learning goals.
Good driving questions are relevant, connecting to students' lives or interests, and should challenge students to think critically.
In previous posts, I've emphasized the importance of good driving questions to generate curiosity in project-based learning, or P.B.L.
The driving questions, concerns, methodologies and implications, however, differ greatly among these three lines of inquiry.
To solve this problem, process support divides the problem solving into phases, offers driving questions, and provides feedback.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com