Activity about article 'The futility of trying to teach everything of importance'

In this first activity, I reflected about the article 'The futility of trying to teach everything of importance' written by Grant Wiggings. Here he explains strategies to achieve a thoughtful education, some fundamental considerations to curriculum design and the role of concepts in these considerations.

Firstly, he emphasizes that the way to develop a 'critical thinking' is necessary to develop in our students their capacity to treat facts as the result of an inquiry, not as a given or finished thing. Therefore, to get this critical ability, as a teachers we should awaken their curiosity in them through questions, making them to reflect, etc. and the way to do it is organising the curriculum around essential questions that lead students to knowledge.
Also, another strategy is  to use materials that offer a variety of inquiries, so students have the freedom to go where their questions lead them.
Moreover, the teacher should act as a guide or coach, using the curriculum to pique their curiosity and increase their standars and expectations, that means that our pupils will create their knowledge through solving contextualised problems. Consequently, another strategy would be to show our students how to investigate from different points of view, because it is the only way to understand an idea as a realistic view.
Finally, another strategy, related to the first idea that I said, is that our students develop and mantein the cycle of Question-Answer-Question. That is  being able to know how to listen and what to ask in a open and respectful way, so they can continue reflecting about what normally is considered a 'fact', in short, developing their ability to keep questioning to be able to create an exemplary work
1.It is based on developing in our students the capacity to believe te first thing they see, think or hear, so the way to do it is that our students develop a criteria thorugh asking critical questions that lead them to achieve good answers. Idea what I consider essential to promote a critical society , so to educate our students as citizens who call into question what could be wrong about as, we have to start on this point, generating pupils that reflexionate about everything.
2.Another consideration is to avoid the idea about 'all students need to learn the same things'. Wiggins considers that the teacher should act as a librarian that gives his students a wide range of possibilities to grow curiosity and expectations in them. Also, giving them the possibility of a cooperative learning in which students learn and help each other. From my point of view, this is one of the considerations that I agree more, since these ideas are some of the values that I consider essential whose aim is to develop the autonomy and cooperative ability in students.
3.The third consideration is based on changing the idea that everything is important in the curriculum. Wiggins raises that we should design final tests and rubrics that reflect throughtfulness as a priority. Thus, we have to focus on what it is important for students, not teachers and we could know that these tests and rubics work when students would be able to perform their own selfassessment. Related to this idea, I couldn't agree more with the idea of focusing the curriculum in which it is more important for students to get a better understanding and achive a deep knowledge in what piques pupils' curiosity.
4.Related to the last statement, it is the one that refers to assessment in the curriculum, since it is necessary a more realistic and personalised assessment, instead of following the same standards for everybody. In my view, It is completely true because each student is different and its way to learn as well, so we should respect the abilities of each one by valueing each particular case without following the same standars for all of them. However, I also think that it is difficult to estiblish a personal assessment for each of them.
5.To finish, the last point talks about considering essential ideas like essential questions, that means to teach students the basic content to develop their capacity to produce essential questions, problems and work that carry them to the meaningful knowledge. It seems to me that this is the base to get good answers, allowing students to look for that ideas on their own in place of giving them finalished facts that don't allow them to investigate or generate questions.

1.About the first idea, concepts help students to get a global look at different areas, instead of acepting the first idea or answer the see, and also to see the world from different points of view, so it helps them to be open-minded and nonconformist.
2.Regarding the second one, concepts allow students to make questions, and having the capacity to build up thoughtful inquiries that lead them to meaningful knowledge.
3.In the third consideration,since it is refers to choose what really interest students. Concepts can give them the key to decide what it is important for them because having a base is necessary to know what they feel interested and awake their curiosity.
4.Related to the consideration of assessment as a personalised thing, concepts can help teacher to design tests and rubrics that can help pupils to achieve a throughtful knowledge.
5.The last consideration, based on establishing a base to turn ideas into questions that can lead students to their own expertise, concepts have the role of seting this base that allow students to ask themselves and get a good answer to their own questions.