Preface to the Korean edition
Translator's Preface
Recommendation

Chapter 1: What Makes a Key Question?
1.
Two sides of a coin
2.
Three Implications of 'Core'
3.
Intention takes precedence over form
4.
By size and scope: Global core questions vs. narrow core questions
5.
metacognitive and reflective questions
6.
Non-essential questions
7.
To summarize
FAQ

Chapter 2 Why Use Key Questions?
1.
Revealing that inquiry is a core goal of education
2.
Creating Units That Arouse Intellectual Interest
3.
Help teachers clearly identify and prioritize achievement standards.
4.
Providing transparency to students
5.
Encourage and model metacognition
6.
Providing opportunities for intra- and interdisciplinary collaboration
7.
Supporting meaningful differentiation
8.
Teaching that elicits learning, not just conveying content
FAQ 66

Chapter 3: How to Design Key Questions
1.
If the learning content is the ‘answer’…
2.
Analyzing Performance Criteria for Developing Key Questions
3.
Deriving key questions from the understanding you want to achieve
4.
Creating Core Questions from Overall Questions
5.
Consider possible or predictable misconceptions
6.
Consider the aspect of understanding
7.
Developing Key Questions in Function-Based Instruction
8.
Modify the core question
FAQ

Chapter 4 How to Use Key Questions
1.
new rules
2.
A 4-Step Process for Implementing Core Questions
3.
An 8-Step Process for Implementing Core Questions
4.
Response strategy
5.
Dealing with inaccurate or inappropriate answers
6.
Encouraging students to ask questions
7.
Developing autonomy in questioning
8.
Socratic method of questioning
FAQ

Chapter 5: How to Solve Implementation Problems and Special Cases
1.
Creating Child-Friendly Key Questions
2.
Core questions in mathematics
3.
Key questions in foreign language subjects
4.
Key Questions for Performing Arts Subjects
5.
Keep going steadily
FAQ

Chapter 6: How to Build a Culture of Inquiry in the Classroom
1.
The Essence of Learning Objectives _ Element ①
2.
Question, Teacher, and Student Roles _ Element ②
3.
Clear Rules and Codes of Conduct _ Element ③
4.
Safe and Friendly Environment _ Element ④
5.
Use of space and material resources _ Element ⑤
6.
Time Use Inside and Outside the Classroom _ Element ⑥
7.
Use of Text and Other Learning Materials _ Element ⑦
8.
Evaluation Practice _ Element ⑧
9.
Form follows function

Chapter 7 How to Use Key Questions Outside the Classroom
1.
Using Key Questions with Faculty and Colleagues
2.
Using Teacher Learning Communities and Key Questions
3.
conclusion

A society without questions begins with a classroom without questions.
No more questions that require correct answers!
Let's open the door to understanding and exploration for students by asking key questions.

Education should aim to help students become good questioners.
In modern society, the ability to ask questions enables meaningful learning and high levels of intellectual achievement.
Moreover, democracy depends on the active participation of citizens, and what most empowers that participation is the ability to ask questions.
So, a society that does not ask questions, a society that blocks questions, is dangerous.


Fortunately, our educational field has been promoting question- and discussion-centered classes for many years under the motto of “a classroom with questions.”
Teachers and parents are showing a surge of interest in the Israeli Havruta learning method, which emphasizes questioning, discussion, and dialogue.
However, questions, as represented by the Socratic method of questioning, have been the most basic educational strategy and a powerful teaching and learning tool for teachers to stimulate students since ancient times, regardless of East or West.
The importance of questions has been further highlighted, especially with the emergence of social constructivism, which holds that cognition develops through language-mediated interaction.

However, when it is said that a class through questions is generally conducted in the form of 'teacher's question - student's answer - teacher's feedback', the type of questions the teacher asks is very important as it determines the quality of the class.
However, most questions asked in class still remain “teacher-led convergent questions” that require students to provide correct answers.
While these questions may be useful for achieving the goal of fact-based information acquisition, they fall short of preparing students to discover, critically evaluate, and apply information to new problems and opportunities.


So what questions should they be? American educational researchers and practitioners Jay McThai and Grant Wiggins argue that "essential questions" are necessary to foster ongoing student-led inquiry and rich discussion.
The core questions they propose are open-ended, designed to identify important concepts and processes across and within disciplines.
This promotes inquiry, sparks thinking, and helps students construct meaning.
Therefore, schools must reform their curricula, instruction, and assessments to foster an understanding of transferable concepts and processes across disciplines. Only with this understanding can students apply what they learn to new situations, both inside and outside the classroom.


The context in which McTay and Wiggins posed the core question is well described in Understanding by Design, which was published before Core Questions: Opening the Doors of Understanding for Students.
Their views have a great influence not only in the United States but also in our country.
The fact that the content structure of the 2015 revised curriculum is centered on core concepts and generalized knowledge can be seen as reflecting the big ideas and deep understanding of them emphasized by McTay and Wiggins.


This book is structured in a way that it first sets out seven questions that readers might ask about the core question and then provides clear and specific answers to them.
What makes a key question? Why use a key question? How do we design a key question? How do we utilize a key question? How do we address implementation challenges and special cases? How do we build a culture of inquiry in the classroom? How do we use a key question outside the classroom?
In particular, McTay and Wiggins note that the purpose of the lesson may not be well communicated to students, and thus the lesson using key questions may not go as planned, and they emphasize that teachers should be prepared to anticipate what may go astray from the plan and to change such undesirable outcomes, and they offer specific advice on how to resolve them.


Even if it is difficult to establish a culture of inquiry in the classroom, and even if we take educational risks, educators must not lose sight of the essential function of education: to help students achieve deep understanding through inquiry.
The Social Criticism Academy plans to continue publishing the “Future Education Design” series, which will provide ideas and methodologies to educational settings that pursue such education, starting with “Key Questions.”
The following books will be published based on the book series: The Question Continuum in the Classroom (Robert Marzano, Julia Sims), which goes beyond asking good questions and presents specific strategies for how to expand questioning; Change Just One Thing (Dan Rothstein, Ruth Santana), which presents a powerful method for students to create their own questions, improve their questions, and develop strategies for using them; and Teaching Digital Natives (Mark Prensky), which presents a new and effective method for opening the minds of students who were born and raised in the digital world and who see and learn in new ways.