This chapter discusses the power of questions to invite learning and foster human connection. It argues that asking questions comes naturally to humans and is how we learn from a young age through curiosity and engaging with others. The brain's natural tendency is bottom-up processing to find things of interest, which can then lead to top-down processing when we focus our attention. Questions remind us that learning is wired into our brains and tapping into curiosity invokes engagement. Questions also build relationships as they demand responses and connect people in conversations. Effective teachers use questions strategically to engage students and encourage dialogue rather than monologue. Questions are key to educational change by focusing thinking and driving critical conversations.
This document is a final reflection paper discussing the author's views on leadership ethics and styles. The author argues that ethical leadership is important in society to avoid harm caused by unethical leaders. The author feels their leadership style should incorporate servant leadership, which prioritizes others' well-being, and transformational leadership, which helps people reach their full potential. As a professor, the author believes they should practice scholarship, guide students, and serve as a role model through an ethical leadership approach.
The document discusses cooperative learning strategies and their connection to Invitational Education. It describes three approaches to teaching - competitive, individual, and cooperative learning. It provides examples of cooperative learning strategies like Think-Pair-Share, Jigsaw, and Say Something. It discusses the history of cooperative learning and Invitational Education, noting they promote collaboration, positive relationships, and bringing out the best in students.
The document discusses essential questions and strategies for developing them. Essential questions require higher-order thinking like evaluation, synthesis, and analysis. They have no definite answers, spark curiosity, and promote deeper understanding over time. Effective essential questions engage students in real-world problem solving across disciplines and get at the heart of a subject. Teachers can help students learn by modeling question-framing and providing tools to guide inquiry.
The document describes inquiry-based learning and how it differs from traditional education. Inquiry-based learning is more student-centered and focuses on developing skills like problem-solving over mastery of content. It emphasizes how knowledge is acquired rather than just facts. Students are actively involved in constructing their own understanding through hands-on projects, asking questions, and utilizing a variety of resources. The teacher acts as a facilitator rather than dispenser of knowledge. Inquiry teaching aims to help students learn how to continue learning on their own.
Presentation from TESOL 2015, Toronto, Canada.
Bridging the Gap: Neuroscience, Learning Styles and Teacher Training by Carol Lethaby and Patricia Harries
This document summarizes interviews conducted with teachers and a media specialist about information literacy, fluency, and competency. The interviews revealed that while younger teachers were open to collaboration, older teachers were not and did not view the media specialist as a leader. Teachers felt students lacked skills in evaluating online information and searching critically. The media specialist saw challenges but also opportunities to create lessons to teach these skills. The author concludes that greater collaboration is needed between teachers and the media specialist to fully prepare students for the digital age.
A presentation on what brain science tells us about how people learn, and what that means for designing online learning classes and programs. An example is given of Membean software.
This document is a final reflection paper discussing the author's views on leadership ethics and styles. The author argues that ethical leadership is important in society to avoid harm caused by unethical leaders. The author feels their leadership style should incorporate servant leadership, which prioritizes others' well-being, and transformational leadership, which helps people reach their full potential. As a professor, the author believes they should practice scholarship, guide students, and serve as a role model through an ethical leadership approach.
The document discusses cooperative learning strategies and their connection to Invitational Education. It describes three approaches to teaching - competitive, individual, and cooperative learning. It provides examples of cooperative learning strategies like Think-Pair-Share, Jigsaw, and Say Something. It discusses the history of cooperative learning and Invitational Education, noting they promote collaboration, positive relationships, and bringing out the best in students.
The document discusses essential questions and strategies for developing them. Essential questions require higher-order thinking like evaluation, synthesis, and analysis. They have no definite answers, spark curiosity, and promote deeper understanding over time. Effective essential questions engage students in real-world problem solving across disciplines and get at the heart of a subject. Teachers can help students learn by modeling question-framing and providing tools to guide inquiry.
The document describes inquiry-based learning and how it differs from traditional education. Inquiry-based learning is more student-centered and focuses on developing skills like problem-solving over mastery of content. It emphasizes how knowledge is acquired rather than just facts. Students are actively involved in constructing their own understanding through hands-on projects, asking questions, and utilizing a variety of resources. The teacher acts as a facilitator rather than dispenser of knowledge. Inquiry teaching aims to help students learn how to continue learning on their own.
Presentation from TESOL 2015, Toronto, Canada.
Bridging the Gap: Neuroscience, Learning Styles and Teacher Training by Carol Lethaby and Patricia Harries
This document summarizes interviews conducted with teachers and a media specialist about information literacy, fluency, and competency. The interviews revealed that while younger teachers were open to collaboration, older teachers were not and did not view the media specialist as a leader. Teachers felt students lacked skills in evaluating online information and searching critically. The media specialist saw challenges but also opportunities to create lessons to teach these skills. The author concludes that greater collaboration is needed between teachers and the media specialist to fully prepare students for the digital age.
A presentation on what brain science tells us about how people learn, and what that means for designing online learning classes and programs. An example is given of Membean software.
This document discusses the importance of teaching higher-order thinking skills in schools. It argues that while people can think spontaneously, explicitly teaching thinking can improve the quality and effectiveness of students' thinking. The document also notes that educational achievement and intelligence do not necessarily reflect one's ability to think critically and that most individuals need guidance to develop higher-order thinking. Finally, it states that thinking skills should be an integral part of the school curriculum and explicitly taught across subjects in order to prepare students for a rapidly changing world.
The document describes a course redesign project applying Jane Vella's 12 principles of effective adult learning. The assistant chose an existing course design and applied Vella's 7 steps for design. Elements were then added to address each of Vella's 12 principles. The redesign aimed to provide full disclosure, ensure safety, build relationships, respect learner autonomy, encourage praxis, and more. The resulting "after" course design incorporated these principles in a way intended to feel completely transformed while retaining the same content.
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideJonathan Vervaet
Â
The document discusses the importance of formative assessment and moving away from traditional grading practices. It highlights research showing that intrinsic motivation is undermined by extrinsic rewards like grades. The presentation emphasizes using assessment to inform instruction and promote student ownership of learning.
Questioning techniques are important for developing children's critical thinking skills, understanding of content, and social skills. The document provides tips for implementing questioning techniques at home, including asking open-ended questions to assess children's thinking, modeling the thinking process to address silence, and encouraging children to listen to each other by restating what others have said. Word games can also help develop listening skills.
The Challenge Toolkit provides 50 different activities to stretch and extend students' thinking. They can be used for all ages and subjects.
From Guardian Teacher Network
This document provides 50 activities and tasks to intellectually challenge students across the curriculum. The activities are presented generically so they can be adapted for different subjects. They include discussing insoluble problems, analyzing ethical dilemmas, interpreting random words and poetry, considering different perspectives, using analogies, and designing hypothetical experiments. The goal is to extend existing lessons and stretch student thinking with minimal additional workload for teachers.
The document provides guidance for tutors on their roles and responsibilities. It discusses establishing rapport with students, listening skills, verbal and non-verbal communication techniques, addressing different learning styles, and helping students develop effective study skills. Specific topics covered include demonstrating empathy, asking clarifying questions, avoiding ineffective communication, and reflecting on students' perspectives. The overall goal is to help students become confident, independent learners.
Assessment, Grading, Motivation and Instruction Jonathan Vervaet
Â
The document discusses assessment, grading, motivation, and instruction. It presents research showing that extrinsic rewards can undermine intrinsic motivation for learning. Grades and levels often tell students more about success and failure than how to improve. Formative assessment done with students, not to them, can help students grow in their learning. The core competencies of thinking, communication and social/personal skills should be addressed across subjects and grades. Teachers should involve students in assessment to help them become self-evaluating.
Questioning for critical and creative thinkingNorazlina Lyn
Â
The document discusses strategies for using questioning to promote critical and creative thinking in teaching. It outlines the importance of questioning, principles for preparing and using different types of questions, and techniques for teacher questioning. Questions can be used to actively engage students, provide feedback, and expand their critical and creative skills. Teachers should consider students' backgrounds and abilities when forming questions at various cognitive levels.
This article was prepared for The Education Hub by Dr Cynthia Borja, member of Conexiones: Plataforma de Ciencias del Aprendizaje.
Original article is in The Education Hub website https://theeducationhub.org.nz/research-guide/the-brain-emotions-and-learning/
RESUME:
Learning occurs when an individual has a relatively permanent change in behaviour, cognition, brain function, abilities or knowledge as a result of experiences. Over the past two decades, advances in neuroscience have revolutionised the way we think about the connection between learning, emotions and the brain. We now have extensive evidence that emotions and learning are inextricably connected. We know that âwe feel, therefore we learnâ
The document contains information about assessment and motivation from various researchers and experts. It discusses how intrinsic motivation can be undermined by extrinsic rewards, and that assessment should focus on helping students improve rather than just achieving goals. Formative assessment, when done effectively with feedback, can substantially improve student achievement according to researchers Black and William.
The document outlines the core tenets of an instructional plan, drawing from educational theorists like Carl Rogers and Caleb Gattegno. It discusses that learning is most effective when: (1) relevant to students' interests; (2) external threats are minimized; and (3) self-initiated. The plan focuses on student-centered, experiential learning where students work inductively by using language in context. Drawing from theorists like Krashen and Holt, it emphasizes that students learn best through meaningful use of language and by doing, rather than studying abstract concepts. The role of the teacher is to facilitate learning, provide comprehensible input, and help students become autonomous learners.
Neuroscientists think about cells. Psychologists think about frames of mind. Educators think about students. A Mind, Brain, and Education scientist can think on all three
levels, and as a result has more viable and effective solutions than other professionals
concerned with the teaching-Ââlearning process. This article considers some of the different viewpoints that are afforded by wearing the new MBE hat and suggests that anyone concerned with improving education should use this view.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support âin situâ
- Professional Development
- Educational Research
This work is complemented with âin situâ accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
5 unit five teach the teacher_web 2.0 technologyLouisCabuhat
Â
Digital media (technology) has very important implications for learning. Technology has, inarguably, become woven into everyday living. In fact, it is hard to imagine a world void of technology. The Internet (Worldwide Web) is a great example of just how access to information touches and shapes our lives. Social media is used for communication. Online video conferencing bridges gaps. And, Wi-Fi technology currently provides access to information like never seen before. The Unit Five weekly activity is intended to connect learning, personal motive and technology so that behaviors are shaped. The goal is to demonstrate just how digital media can be leveraged by an instructor in the classroom to reveal a connection between motivation and Slideshare.com for learning.
CTD Sp14 Weekly Workshop: Best practices for running peer instruction with cl...Peter Newbury
Â
The document provides guidance on best practices for running peer instruction with clickers. It discusses:
1) Allowing students to think and vote individually before discussion to commit to their own answer.
2) Structuring small group discussions to have students convince each other of their reasoning rather than argue for the most popular answer.
3) Leading a class-wide discussion to address misconceptions, explore alternative answers, and confirm the correct response when applicable.
The techniques aim to make peer instruction a natural critical learning environment where students learn to think critically and reason from evidence.
This document discusses developing thinking skills in students. It provides various strategies and considerations for supporting the development of thinking skills, including using questioning techniques, cognitive conflict, and non-traditional stimuli like films and artifacts. Developing higher-order thinking in students is important because it allows them to learn how to think, not just what to think. Teachers can support this development by using open-ended questions, group activities, and reflective practices to help students think critically about their own learning.
Ormond Simpson (former OUUK) gave a presentation about Theories of Student Support for Retention as part of the online events by expert pool Student Support within EMPOWER.
The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.
Questions are an essential part of the learning process. Learners are naturally inquisitive and gain knowledge and understanding through asking questions, which leads to more questions. Asking questions clarifies concepts, stimulates discussion, and helps learners assess their own learning. It also benefits teachers by indicating student engagement and interest. While questions do not always seek definitive answers, instead often leading to more questions, this inquiry-based approach deepens learning in academia.
This document outlines 9 common sense learning principles that are often overlooked in modern education and training programs. The principles are derived from memorable learning experiences as children and adults as well as sage advice. They include using stories, games, exploration and experimentation, visuals, coaches, peer learning, and focusing on the most important concepts rather than trying to cover everything. Implementing these time-tested principles can make learning more engaging, meaningful and relevant.
This document discusses the importance of teaching higher-order thinking skills in schools. It argues that while people can think spontaneously, explicitly teaching thinking can improve the quality and effectiveness of students' thinking. The document also notes that educational achievement and intelligence do not necessarily reflect one's ability to think critically and that most individuals need guidance to develop higher-order thinking. Finally, it states that thinking skills should be an integral part of the school curriculum and explicitly taught across subjects in order to prepare students for a rapidly changing world.
The document describes a course redesign project applying Jane Vella's 12 principles of effective adult learning. The assistant chose an existing course design and applied Vella's 7 steps for design. Elements were then added to address each of Vella's 12 principles. The redesign aimed to provide full disclosure, ensure safety, build relationships, respect learner autonomy, encourage praxis, and more. The resulting "after" course design incorporated these principles in a way intended to feel completely transformed while retaining the same content.
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideJonathan Vervaet
Â
The document discusses the importance of formative assessment and moving away from traditional grading practices. It highlights research showing that intrinsic motivation is undermined by extrinsic rewards like grades. The presentation emphasizes using assessment to inform instruction and promote student ownership of learning.
Questioning techniques are important for developing children's critical thinking skills, understanding of content, and social skills. The document provides tips for implementing questioning techniques at home, including asking open-ended questions to assess children's thinking, modeling the thinking process to address silence, and encouraging children to listen to each other by restating what others have said. Word games can also help develop listening skills.
The Challenge Toolkit provides 50 different activities to stretch and extend students' thinking. They can be used for all ages and subjects.
From Guardian Teacher Network
This document provides 50 activities and tasks to intellectually challenge students across the curriculum. The activities are presented generically so they can be adapted for different subjects. They include discussing insoluble problems, analyzing ethical dilemmas, interpreting random words and poetry, considering different perspectives, using analogies, and designing hypothetical experiments. The goal is to extend existing lessons and stretch student thinking with minimal additional workload for teachers.
The document provides guidance for tutors on their roles and responsibilities. It discusses establishing rapport with students, listening skills, verbal and non-verbal communication techniques, addressing different learning styles, and helping students develop effective study skills. Specific topics covered include demonstrating empathy, asking clarifying questions, avoiding ineffective communication, and reflecting on students' perspectives. The overall goal is to help students become confident, independent learners.
Assessment, Grading, Motivation and Instruction Jonathan Vervaet
Â
The document discusses assessment, grading, motivation, and instruction. It presents research showing that extrinsic rewards can undermine intrinsic motivation for learning. Grades and levels often tell students more about success and failure than how to improve. Formative assessment done with students, not to them, can help students grow in their learning. The core competencies of thinking, communication and social/personal skills should be addressed across subjects and grades. Teachers should involve students in assessment to help them become self-evaluating.
Questioning for critical and creative thinkingNorazlina Lyn
Â
The document discusses strategies for using questioning to promote critical and creative thinking in teaching. It outlines the importance of questioning, principles for preparing and using different types of questions, and techniques for teacher questioning. Questions can be used to actively engage students, provide feedback, and expand their critical and creative skills. Teachers should consider students' backgrounds and abilities when forming questions at various cognitive levels.
This article was prepared for The Education Hub by Dr Cynthia Borja, member of Conexiones: Plataforma de Ciencias del Aprendizaje.
Original article is in The Education Hub website https://theeducationhub.org.nz/research-guide/the-brain-emotions-and-learning/
RESUME:
Learning occurs when an individual has a relatively permanent change in behaviour, cognition, brain function, abilities or knowledge as a result of experiences. Over the past two decades, advances in neuroscience have revolutionised the way we think about the connection between learning, emotions and the brain. We now have extensive evidence that emotions and learning are inextricably connected. We know that âwe feel, therefore we learnâ
The document contains information about assessment and motivation from various researchers and experts. It discusses how intrinsic motivation can be undermined by extrinsic rewards, and that assessment should focus on helping students improve rather than just achieving goals. Formative assessment, when done effectively with feedback, can substantially improve student achievement according to researchers Black and William.
The document outlines the core tenets of an instructional plan, drawing from educational theorists like Carl Rogers and Caleb Gattegno. It discusses that learning is most effective when: (1) relevant to students' interests; (2) external threats are minimized; and (3) self-initiated. The plan focuses on student-centered, experiential learning where students work inductively by using language in context. Drawing from theorists like Krashen and Holt, it emphasizes that students learn best through meaningful use of language and by doing, rather than studying abstract concepts. The role of the teacher is to facilitate learning, provide comprehensible input, and help students become autonomous learners.
Neuroscientists think about cells. Psychologists think about frames of mind. Educators think about students. A Mind, Brain, and Education scientist can think on all three
levels, and as a result has more viable and effective solutions than other professionals
concerned with the teaching-Ââlearning process. This article considers some of the different viewpoints that are afforded by wearing the new MBE hat and suggests that anyone concerned with improving education should use this view.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support âin situâ
- Professional Development
- Educational Research
This work is complemented with âin situâ accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
5 unit five teach the teacher_web 2.0 technologyLouisCabuhat
Â
Digital media (technology) has very important implications for learning. Technology has, inarguably, become woven into everyday living. In fact, it is hard to imagine a world void of technology. The Internet (Worldwide Web) is a great example of just how access to information touches and shapes our lives. Social media is used for communication. Online video conferencing bridges gaps. And, Wi-Fi technology currently provides access to information like never seen before. The Unit Five weekly activity is intended to connect learning, personal motive and technology so that behaviors are shaped. The goal is to demonstrate just how digital media can be leveraged by an instructor in the classroom to reveal a connection between motivation and Slideshare.com for learning.
CTD Sp14 Weekly Workshop: Best practices for running peer instruction with cl...Peter Newbury
Â
The document provides guidance on best practices for running peer instruction with clickers. It discusses:
1) Allowing students to think and vote individually before discussion to commit to their own answer.
2) Structuring small group discussions to have students convince each other of their reasoning rather than argue for the most popular answer.
3) Leading a class-wide discussion to address misconceptions, explore alternative answers, and confirm the correct response when applicable.
The techniques aim to make peer instruction a natural critical learning environment where students learn to think critically and reason from evidence.
This document discusses developing thinking skills in students. It provides various strategies and considerations for supporting the development of thinking skills, including using questioning techniques, cognitive conflict, and non-traditional stimuli like films and artifacts. Developing higher-order thinking in students is important because it allows them to learn how to think, not just what to think. Teachers can support this development by using open-ended questions, group activities, and reflective practices to help students think critically about their own learning.
Ormond Simpson (former OUUK) gave a presentation about Theories of Student Support for Retention as part of the online events by expert pool Student Support within EMPOWER.
The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.
Questions are an essential part of the learning process. Learners are naturally inquisitive and gain knowledge and understanding through asking questions, which leads to more questions. Asking questions clarifies concepts, stimulates discussion, and helps learners assess their own learning. It also benefits teachers by indicating student engagement and interest. While questions do not always seek definitive answers, instead often leading to more questions, this inquiry-based approach deepens learning in academia.
This document outlines 9 common sense learning principles that are often overlooked in modern education and training programs. The principles are derived from memorable learning experiences as children and adults as well as sage advice. They include using stories, games, exploration and experimentation, visuals, coaches, peer learning, and focusing on the most important concepts rather than trying to cover everything. Implementing these time-tested principles can make learning more engaging, meaningful and relevant.
The documents discuss essential questions, which make students think more deeply about a topic rather than just looking up simple answers. Essential questions do not have yes or no answers and require research and thought to fully respond to. Developing essential questions engages students' curiosity and helps define what it means to be human. The documents recommend having students help generate essential questions for a topic as this makes them more invested in finding answers through additional research.
Questioning: Assessing how students think. (An interview with John Yeo)John Yeo
Â
1) The document discusses the importance of using questions to help students think beyond just finding correct answers. It explains how asking good questions can enhance student thinking and help teachers assess learning.
2) It provides examples of how teachers can anticipate student responses to questions to better understand their thinking and scaffold their learning. Teachers should also use questioning purposefully and create contexts to harness group learning and deepen inquiry.
3) Effective questioning allows students to think more deeply, not just within the lesson but afterwards as well. Questions can motivate learning by getting students interested in finding answers rather than just remembering facts.
This document provides 10 motivational strategies and 10 guidelines for effective classroom discussion using the Classroom Discussion Model (CDM). Some key strategies include setting clear expectations for student participation, using informal talk to build rapport before discussions, arranging desks to promote interaction, using eye contact purposefully, and asking good open-ended questions. Guidelines emphasize the importance of listening, asking for clarification, challenging ideas respectfully, staying on topic, and coming to agreements through discussion. The overall goal is to create an engaging environment where all students actively participate in shared learning.
1) Questioning is an important part of the teaching and learning process as it drives critical thinking. Questions define tasks, express problems, and help thinking continue.
2) "Essential questions" that are central to our lives and contestable are most important. They touch our heart and soul and probe the deepest issues.
3) Strategies like Philosophy 4 Children that use questioning techniques help build thinking and reasoning skills in students. Communities of inquiry that discuss essential questions are important.
This document provides 7 activities to improve communication skills in middle and high school students. The activities focus on fundamentals like nonverbal communication, listening skills, self-expression without technology, and collaboration. Some of the activities described are having students work in pairs or groups to verbally communicate without seeing each other to identify a famous pair or object, stand up when filler words are used in speeches, and participate in team debates to argue different perspectives. The goal is to make communication skills learning engaging for students and improve their ability to communicate face-to-face.
The document discusses the importance of questioning in elementary school education. It advocates encouraging student curiosity and questioning from an early age to establish a strong foundation for lifelong learning. Effective questioning at the heart of thinking, and teachers should model questioning, leave some questions unanswered, and create a collection of questions that demonstrate curiosity is valued in the school.
The document discusses three key principles of cognition and how they relate to teaching and student learning:
1. Memory is the residue of thought - what students think about during a lesson is what they will remember. Teachers should design lessons to ensure students are thinking about the intended content.
2. Factual knowledge precedes skill - background knowledge is essential for reading comprehension, critical thinking, and future learning. Teachers should actively build students' background knowledge.
3. Stories aid memory - the human mind learns best through stories. Teachers should structure lessons like stories whenever possible to maximize student engagement and memory of the content.
The document discusses inquiry and problem-based learning, cooperation, and collaboration. It then provides examples of how problem-based learning could be implemented in a Year 3 lesson on weather patterns. Students would research weather conditions, work in groups to share ideas and responsibilities, and the teacher could assess success through the educational experience. The role of teachers in developing thinking skills is also discussed, such as creating a culture of thinking through making thinking visible and providing feedback, as well as explicitly teaching skills like perseverance, flexibility, and creativity. Potential disadvantages of group learning are mentioned, like uneven workloads if lazy students don't contribute or more socializing than learning if friends are grouped together.
The document discusses essential questions and how they differ from trivial questions. Essential questions require deeper thought and have no simple or definite answer. They engage critical thinking and imagination. Several articles explore the traits of essential questions, such as addressing important topics, evolving over time, and frustrating researchers. The summaries emphasize that essential questions spark curiosity and make learning more meaningful compared to just looking up answers.
The document discusses strategies for brain-based teaching and learning. It explains that brain-based learning involves engaging students' thinking through activities rather than passive listening. Two key strategies mentioned are allowing time for students to discuss material to internalize it, and providing visuals to engage their strongest sense of sight. When teaching science, the document suggests grouping students to discuss organ system posters and then showing a video for deeper learning. Overall, brain-based learning makes students more engaged and active, resulting in stronger memory formation and better retention of the material.
The document discusses strategies for brain-based teaching and learning. It explains that brain-based teaching involves engaging students' thinking through active learning strategies rather than passive lecturing. Some highlighted strategies include discussion, visuals, using real objects to teach math concepts, and ensuring lessons are accessible for students with disabilities or who are English Learners. The goal of brain-based teaching is to stimulate students' interest and challenge them academically through active learning, resulting in greater understanding and retention of the material.
This document discusses the educational philosophies of John Dewey and Jean Piaget. It expresses the author's desire to become a teacher in order to help students develop to their full potential and make a positive difference in their lives. The author believes in creating a safe, comfortable learning environment for students and helping them develop a strong work ethic. Their educational goals are influenced by philosophies that emphasize student growth, interaction, and hands-on learning.
The importance of understanding the learning process when trying to improve p...wellcome.trust
Â
This document discusses the importance of understanding the learning process when trying to improve public engagement with health research. It argues that learning requires engagement and motivation from the learner in order to go beyond just memorization. When research is conducted in a participatory way where community members identify with the topic and help shape the research questions, it can lead to deeper engagement and learning as people incorporate new information into their own knowledge framework. The document advocates for "glocal" research conducted by teachers that bridges global scientific knowledge with local community contexts in a way that is meaningful and personal to encourage public learning and engagement.
Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013
The document discusses interactive teaching methods and classroom activities that promote student interaction. It describes how interactive tasks should simulate real-life communication, require students to exchange information to complete the task, and allow for unpredictability. Some example activities mentioned are information gap activities, conversation grids, ordering and sorting tasks, problem-solving discussions. The purpose of interactive activities is to provide language practice and opportunities for students to build language skills through meaningful communication.
The document discusses effective questioning strategies for teachers, noting that most classroom questions are low-level recall questions. It provides tips for crafting higher-order, open-ended questions that engage students more deeply and promote skills like metacognition, vocabulary development, and writing. Sample questioning techniques are demonstrated around topics like note-taking, technology use, and declaring independence from England.
Blended Vocabulary: Digital Tools & More!Angela Peery
Â
This document discusses blended vocabulary instruction and digital tools. It introduces Dr. Angela Peery and provides her contact information. Key aspects of vocabulary instruction are reviewed, including the importance of vocabulary, levels of word knowledge, and selecting words to teach. A blended vocabulary model is presented along with digital tools that can be used, such as dictionary apps and games. The goal is to provide strategic and engaging vocabulary instruction using both traditional and technology-based methods.
This document provides information about words with the prefix "un-": undecided, uncertain, and unwilling. It defines each word and notes that they are all adjectives that describe a lack of doing or knowing something. The document suggests activities for teachers to help students understand and use these words, such as having groups brainstorm examples of things that could be undecided, uncertain, or unwilling and having students commit to using two of the words in upcoming conversations. Synonyms and antonyms are also provided to help students distinguish between the meanings of the words.
This document discusses improving vocabulary instruction in classrooms. It notes that simply having students look up words or study lists is ineffective for retention. Factors like increasing poverty rates and more rigorous academic standards require boosting students' vocabularies. The author discusses strategies they used successfully as a teacher, like having students find and record unknown words from their independent reading and share words in "word talks." The goal is for students to learn vocabulary naturally through reading and use, not just for tests.
This document is a reflection sheet for 9th grade English students to complete and attach to their final drafts. It contains 7 questions that require students to reflect on whether they are satisfied with their piece and why, how their title and introduction engage readers, how they ensured correct grammar and structure, who their intended audience is, their favorite part of the piece and why, who helped with drafts and how, and what grade they think they deserve based on the rubric and why. Students must answer in complete sentences and papers without the completed sheet will not be graded.
The document is a template for a writer seeking help and a listener providing feedback. It includes sections for the writer to specify what they need help with and for the listener to share one thing they liked, ask one question, and make a suggestion. The writer is responsible for deciding what to do next, with the option of doing nothing excluded. The template is repeated four times.
This document discusses strategies for teaching academic vocabulary. It describes two forthcoming books on blended vocabulary instruction and effective mini-lessons. It explains the importance of vocabulary and different levels of word knowledge. It also provides examples of strategies like modeling vocabulary use, reading aloud, connecting words, and using TIP charts and vocabulary logs. Recommended websites for vocabulary practice are also included.
The document outlines the rationale and agenda for a one-day seminar on improving questioning techniques in the classroom. It notes that teachers often feel pressure to cover curriculums which leads them to rely on low-level questioning that does not engage students in meaningful learning. Research shows that 80% of questions asked by teachers are not cognitively complex. The seminar aims to share strategies for planning and implementing powerful questioning using frameworks like Bloom's Taxonomy and Webb's Depth of Knowledge to build students' language, writing, metacognition, and engagement skills. The agenda covers examining typical classroom questioning, defining powerful questions, and techniques for oral language, vocabulary, writing, metacognition, and changing classroom culture through questioning
This two-day workshop is designed to help teachers learn strategies for close reading instruction. During the sessions, teachers will examine definitions of close reading, learn annotation techniques and develop text-dependent questions. They will also experience sample close reading lessons and plan how to implement close reading in their own classrooms. The goals are for teachers to understand what close reading entails, be able to define it for students and collaborate with colleagues on improving literacy instruction through close reading.
The document describes The Vocab Lab, which aims to improve students' academic vocabulary through daily mini-lessons. It provides information about the author Angela Peery and her forthcoming books on blended vocabulary instruction and effective mini-lessons. The Vocab Lab approach includes four components - seeing and saying words, naming categories, acting on words through tasks, and producing original examples. Examples of mini-lessons are provided to demonstrate this approach.
The document discusses effective vocabulary instruction strategies. It introduces Angela Peery and her work on blended vocabulary instruction. Peery advocates using direct instruction, digital tools, and effective mini-lessons to systematically teach tier 2 and 3 words. The document provides examples of mini-lessons that follow the SAP structure of seeing and saying words, naming categories, acting on words, and producing original examples. Attendees are encouraged to apply these strategies to make vocabulary instruction more impactful.
Getting Middle Schoolers on Board with ArgumentationAngela Peery
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This document provides an overview of a presentation on teaching argumentation skills to middle school students. It discusses using crime scene scenarios to introduce argument writing, distinguishing claims from non-claims, and the roles of logos, ethos, and pathos in an argument. Participants analyze sample claims, practice connecting reasons to evidence, and examine model argument essays. The goal is to help teachers develop effective plans to incorporate argumentation into their own classrooms using engaging techniques like fictional crime scenarios.
This document discusses strategies for improving instruction through the use of learning intentions, success criteria, and reflection. It defines learning intentions as describing what is being learned rather than just activities, and gives an example. Success criteria are then tied to learning intentions to help students know if they have been successful. Several reflection strategies are presented, including having students reflect on notes, with graphic organizers, through exit tickets, using metaphors and analogies, examining word relationships, and creating memes. The overall message is that reflection is important for deepening student learning and should be facilitated through various strategies.
The document describes the components of a rigorous classroom environment including print-rich materials, content-rich displays, higher-level questioning from the teacher, alignment of class activities and student work to grade-level standards, and the use of feedback and support to help students meet high expectations. Student work demonstrates understanding of scoring criteria and involves authentic reading, writing, analysis and problem-solving rather than copying notes or rote memorization. Various grouping strategies encourage student participation in instruction.
This document discusses strategies for engaging students in writing to improve learning outcomes. It recommends having all students spend significant time reading, discussing, and writing across content areas. Brief writing assignments can increase understanding in any subject from math to art. While student literacy has remained steady, few can create precise and coherent prose. Writing is an essential skill for most modern jobs. The document presents strategies like alphabet brainstorming, think-pair-share, and criss-cross writing to engage students and support critical thinking. It concludes by emphasizing the role of teachers in filling students with hope and reasons to embrace writing.
The document provides guidance on teaching argumentation skills to students. It discusses the rhetorical modes of logos, ethos, and pathos and how they are used in advertising and political ads. It also covers understanding claims versus opinions, identifying logical fallacies, and determining if a statement is a claim, opinion, or fallacy. Suggested classroom activities are presented, including using talk protocols to structure student arguments, playing an "evidence game" to have students take positions and debate with evidence, and providing examples of claims for students to analyze.
The document outlines a 100-day action plan to improve student academic vocabulary. The vision is for all students to acquire Tier 2 and 3 vocabulary words. To support this, the principal will train teachers to implement SNAP mini-lessons across subjects to teach 15 words per week. The principal will observe lessons and collect student work samples in PLC meetings to assess effectiveness. Specific actions include meeting with a literacy coach, training teachers, observing demonstration lessons, and debriefing with teachers.
Explore the work of Doug Reeves, Michael Fullan, and Liz Wiseman, author of Multipliers. Find an area of focus and create an action plan for the goal you select.
This document provides information about Dr. Angela Peery and her consulting services to improve teaching and learning. It summarizes her expertise in areas like school improvement, teacher collaboration, effective instruction, and authentic literacy. It also includes testimonials from previous clients praising her ability to connect with audiences, provide examples and anecdotes, and help improve student achievement. Contact information is provided for those interested in partnering with Dr. Peery.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17Celine George
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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Letâs explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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Chapter 1: Questions Are an Invitation to Learn and to Connect
âItâs not the answer that enlightens, but the question.â
Eugene Ionesco
Asking questions comes naturally to all of us. A typical day for the average human being
is filled with both questions and answers, as these are at the heart of communication. Artful
questioning may also be the most powerful tool a teacher has in his instructional toolkit. A
teacherâs questions help him manage the class, engage students with the subject matter,
encourage dialogue, and deepen understanding. This chapter will examine the power of questions
to invite others to learn and to provide human connection.
Questions as the Invitation to Learning
âWhy?â Those who have been around small children know this question well. We learn
quickly that when answered, it most often generates a second question: âWhy?â The race is on
until eventually the adult tires of answering and says âjust because,â and the child toddles off to
the next âbig personâ who may or may not be excited to engage in the same type of
âconversation.â In this familiar scenario, we can find one of the core motivations for this book.
A child, consciously or not, learns two truths about questions. The first is that the childâs
brain is simply doing what comes naturallyâshowing curiosity, experiencing the new
discoveries all around, finding patterns in the world. Second, and just as critical, is finding
human connection by engaging another person in the questioning. The child issues an invitation;
the adult receives and responds to that invitation by answering. In doing so, the child satisfies a
critical human need, connection. Letâs examine these two aspects of questioning more closely.
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Questions Remind Us that We Are Wired to Learn
Neuroscience helps us understand more about our brainâs use of questioning. We process
information in two ways: bottom-up processing and top-down processing. It is great fun to
watch psychology students come to realize this through a classroom activity. You try it, too,
with the activity below.
Question: What do you see?
When doing this activity in the classroom, after several responses, a student discovers that
there is a Dalmatian sniffing the ground in the center of the picture. A next step can be to ask
everyone in the class to find the Dalmatian. There is noisy collaboration until all have focused on
the target.
The first question of this series initiated bottom-up processing. This is a more primal
response when all of the senses work to find something of interest. In other words, the
interpretation or response emerges from the data.
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Once the search for the Dalmatian begins, top-down processing takes over. In this
instance, the processing involves conscious choice to focus on a target once the target is
announced. Top-down processing occurs any time that stated expectations influence the
interpretation of the basic sensory data.
When using top-down processing we are answering the question, âWhat do I want to
concentrate on?â When a learner intentionally chooses, he always focuses better. Being
curious is part of the hard-wiring of the brain. The search for the Dalmatian always drives a
flurry of conversation.
When teachers invite students to engage in learning, the brain moves into action. A strong
question taps into the brainâs natural curiosity and invokes engagement. Then questions arise
not just about âschoolworkâ but rather about learning, thinking, and interacting in the moment.
Questions Connect Us
Consider for a moment a common but extremely important question: Will you marry me?
What a powerful moment that is for the two involved! Now itâs not just a small child questioning
why; itâs an adult asking another adult a life-altering question. This critical question connects
two people, families, and groups of friends, touching a myriad of other people. The answer sets
the rest of oneâs life in motion.
As we ask questions and wait for the answers, we form a bond with other people. A
question is part of a reciprocal relationship; it demands an answer. The amygdala in the brain is
active when we talk about the emotional connection in the marriage question. Sometimes neural
connections are about the emotion; sometimes the connections can be finding a pattern that the
brain is also looking for as was discussed earlier with the bottom-up and top down processing.
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In classrooms where the climate encourages and respects questions, there is no end to the
possibilities of connections. Questions in these classrooms build relationships between the
teacher and students and among the students as they question and answer each other. Questions
also encourage students to make new connections to concepts and ideas within a discipline.
Questions have been key to good teaching forever. Socrates knew the value of questions.
He used six types of questions to engage students in learning because he understood that it is the
dialogue that helps each person construct meaning and connect with both the material and each
other. âSitting withâ questions and allowing them to guide conversations is the core of the
Socratic method, which is used effectively in classrooms from the early grades through adult
education all over the world.
Todayâs effective prominent educational leaders highlight the importance of generating
and asking critical questions.
Parker Palmer, who writes extensively about the heart of teaching and learning, has a
vision of creating a community in every classroom. Both in his early work, To Know as We Are
Known (1993), and later in The Courage to Teach (1997), he speaks of creating space where the
teacher acts as the host, practicing hospitality when inviting students to learn and to question. He
says, âA learning space needs to be hospitable not to make learning painless, but to make the
painful things possible, things without which no learning can occur--things like exposing
ignorance, testing tentative hypotheses, challenging false or partial information, and mutual
criticism of thought.â (1993, p. 74). The ideal learning community calls for a trusting classroom
climate that allows for real conversations that connect teachers and learners as they do the
personal work of learning together.
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Ask, Donât Tell Peery, Patrick, and Moore
John Hattie (2012) provides a useful reminder for all teachers about the amount of
teacher talk versus student talk. He calls for teachers to engage in dialogue, not monologue. In a
monologue, few questions are used except for a rhetorical one here and there. In a dialogue,
many questions are asked that invite students into the current dialogue and also the learning
process itself. This is when the learning is understood, and the class as community works
together. Each member moves beyond merely taking in information; one is able to talk about
learning and in turn, demonstrate evidence of higher student achievement. Questions are at the
core of this learning.
As cited in Classroom Instruction that Works (2001), Redfield and Rousseau found back
in the 1980s an effect size of 0.73 for students who were exposed to high-level questions. Robert
Marzano, one of the authors of this seminal work, also urges teachers to use âelaborative
interrogation,â which consists of using questions that ask, âWhy would that be true?â (Art and
Science of Teaching, p. 38). Just keeping in mind the simple question âWhy would that be true?â
could be incredibly helpful when orchestrating class discussion and facilitating interaction
among students during periods of questioning.
Michael Schmoker is another education reformer and is well known for using pointed
questions. In Results Now, he asks, âWhat do we see in the vast majority of classrooms?â He
answers, âWe find startling amounts of busy work, with no connection to important standards or
common curriculum.â Schmoker has modeled for us the courage to ask the probing,
uncomfortable questions that demand answers for the sake of our students. Countless book study
groups have held critical conversations around the questions in his books.
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Ask, Donât Tell Peery, Patrick, and Moore
The bottom line is that while âtellingâ may seem more efficient, âaskingâ and interacting
are where the relationship of learning between teacher and student is built. Where there is
powerful questioning, there is a powerful and productive community of learners.
Questions Are Key to Educational Change and Transformation
Education has been reawakened to the need for evidence, partially by the role evidence-citing
plays in the Common Core State Standards. Additionally, a growing frustration with the amount
of âtest prepâ that students do as schools grapple with No Child Left Behind has led educators,
students, and families to demand less âmultiple choiceâ thinking. Higher level questions demand
more than multiple-choice answers, both verbally and in writing. Good teachers have always
known this.
Thinking is at core of improving instruction, and questions often are the catalyst to that
focuses that thinking. This book will provide supportive research throughout, but here are a few
highlights of questions that teachers ask of students:
-Jay McTighe and Grant Wiggins have promoted âbackwards designâ and creating
essential questions. In their work, the core of the unit is the essential question that states
what the students will work to answer.
-Larry Ainsworth has written much about what he calls essential questions and their
corresponding big ideas. In short, essential questions are those guiding, inviting questions
that frame units and lessons and invite students into the learning. Big ideas are the âa-haâ
realizations and long-lasting learning that students gain from participating in the units and
lessons.
-John Hattie seeks to bring together the evidence that demonstrates effective practices
that classrooms use to ensure student success (Visible Learning and Visible Learning for
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Ask, Donât Tell Peery, Patrick, and Moore
Teachers). Questioning, student teacher relationships, formative assessment,
metacognitive strategies, reciprocal teaching, feedback, classroom discussion and
problem-solving teaching all appear in the top 25 out of 100. Each of these depends on
quality questions. There is also research that focuses on questions that teachers need to
ask of themselves and each other.
-Douglas Reeves (2010) has said the essential question for teams of teachers is, âWhat
can we do tomorrow to help students and teachers achieve their goals?â This question
should drive the work that collaborative teacher teams do on a daily basis.
-Richard DuFour has framed much of the dialogue around Professional Learning
Communities with these four questions: What do we expect students to learn? How will
we know if they are learning? What will we do when students are already proficient?
How do we respond when students donât learn? Schools and school systems have been
transformed as they have used these questions to guide the work of instruction.
-Michael Fullan has used questions as a basis of his work on change and has even used
them to form titles of books like, What is Worth Fighting For in the Principalship?
-Charlotte Danielson sees questions as so central that they are included in the four
domains in her framework that is used by so many teacher evaluation systems to examine
work in classrooms. One of the key practices that is considered in domain three is the
quality of questions the teacher asks.
These are just a few of the highlights of work being done throughout education these days
that calls us to question and reflect on our questioning techniques in the classroom and with each
other as educators. When we as teachers ask and seek answers to the tough questions, then we
are more ready to share with passion the central role of questions in the process of learning.
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Ask, Donât Tell Peery, Patrick, and Moore
Teachers who are excited about learning have students who are excited as well - because we can
best give away what we have!
Questions are Powerful Strategies for Teachers Who Want to Reach their Students
Teachers donât just âgetâ an understanding of the power of questions because we ask so
many â literally hundreds per day, as documented over the past few decades by numerous
researchers (Leven and Long, 1981; Pollock, 2007). Nor do students just âgetâ an understanding
about content or learning just because they show up in class. When students own and discuss
their learning, they become what John Hattie often calls âself-regulated learners.â As Hattie
(2012) notes, âWhen students can ⌠self-regulate their learning, they can use feedback more
effectively to reduce discrepancies between where they are in their learning and the desired
outcomes or successes of their learning. Such feedbackâusually in the form of reflective or
probing questionsâcan guide the learner on âwhenâ, âwhereâ and âwhyâ in selecting or
employing task and process-level knowledge and strategiesâ (p. 120).
Teachers want empowered learners leaving their classrooms at the end of their time
together. That empowerment will happen as the dialogue between teachers and students and
student and peers becomes stronger. Dialogue improves as teachers ask questions and deeply
listen to the answers.
Studying the art of powerful questions is not for the faint-hearted. It is because of that
complexity that many teachers retreat because there is already so much to think about every day
in the classroom. We encourage you to continue studying questioning because the use of
effective questions can have such a huge impact. And, as students take on asking their own
questions of each other, the teacherâs work becomes not only âeasier,â but more satisfying.
Students become so engaged when they get to ask their own questions. John Hattieâs âmantraâ is
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Ask, Donât Tell Peery, Patrick, and Moore
when âteachers see learning through the eyes of the students and students become their own
teachers.â (Visible Learning for Teachers, 2012).
In Making Thinking Visible (2011), the authors build a case for several thinking âmoves.â
They have the reader think through learners who may come to understanding at different points.
They point out, âThinking doesnât happen in a lockstep, sequential manner, systematically
progressing from one level to the next. It is much messier, complex, dynamic, and
interconnected than that. This is intricately connected to content; and for every type or act of
thinking, we can discern levels or performanceâ (p. 8).
The authors discuss the following moves that a learner undertakes when thinking to learn:
1. observing closely and describing whatâs there
2. building explanations and interpretations
3. reasoning with evidence
4. making connections
5. considering different viewpoints and perspectives
6. capturing the heart and forming conclusions
7. wondering and asking questions
8. uncovering complexity and going below the surface of things (p. 13)
We count on students emulating the questioning skills that they see and experience from their
teachers as they interact with their peers. In this way, they learn what Marzano and Heflebower
(2012) call conative skills as opposed to cognitive skills. The cognitive skills are those used to
analyze and utilize information; the conative skills are those used to understand and control
oneself.
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Ask, Donât Tell Peery, Patrick, and Moore
They go on to say of the skills that in the 21st
century, these conative skills are âparticularly
important and must be taught because communication with a wide variety of people, many of
whom hold very different opinions and interpretations, is now commonplace. Students must be
able to understand multiple interpretations in order to communicate successfullyâ (p. 23). We,
the authors of this book, contend that thoughtful questioning is how this work is done. The more
intentional a teacher is about using questions in the classroom, the greater the chance that
students will learn to become fluent in both their cognitive work and conative work.
âWhat does powerful questioning look like in the classroom?â is the driving question for this
book. We will attempt to describe effective questioning through both exposition and narration,
using vignettes of teacher practice. Our focus is on those moments when teachers and students
are engaged in classroom questioning tasks that involve face to face interactions and oral
discourse, as this is what comprises the great majority of time spent in schools.
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Ask, Donât Tell Peery, Patrick, and Moore
Vignette
By Amy Fast, Teacher and Instructional Coach
When we talk about questioning in school, most of us picture the teacher standing in front
of the class, asking questions and waiting for students to respond. However, powerful
questioning can be used in many ways. It can be the driving force of a unit or lesson, a means of
assessing or checking for deep understanding, and the lens through which we read and write.
If you ask an elementary teacher about our favorite part of the day, we will often respond
that it is the read-aloud that we enjoy the most. When you pry a little further you will find out
that it is so enjoyable because it is a time when we can talk about life lessons with students and
read together purely for enjoyment. A few years ago under pressure to make sure that every
second of the teaching and learning in my fifth grade classroom was intentional, focused, and
getting the biggest bang for its buck (hitting as many standards as deeply as possible), I found
myself grappling with what to do about read aloud. Sure it is a great time to model fluent
reading and thinking about the text, but is it worth the twenty minutes I had been spending on it?
Refusing to give up something I knew in my heart was meaningful, I decided that the
only thing I could do was make it more meaningful. Powerful questioning would be where I
would start. At the time we were reading Holes, by Loius Sachar, and I knew that they were
enthralled in the story. I also knew, though, that we could take it a lot deeper if we tried. At the
beginning of the next dayâs reading I posed the question to students, âAre people ALL good or
ALL bad?â and then I had them open their notes journals and make a t-chart. At the top they
copied down my question. I had them title the left hand column âtextâ and the right hand column
âthoughts.â Their assignment was to find examples from the text as we read that could help
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Ask, Donât Tell Peery, Patrick, and Moore
them answer the question, and then write down their thoughts about those parts of the text they
chose.
The first day I modeled for them taking notes and thinking aloud as I read, and as the
week continued they got the hang of it. On Friday we set aside a time to discuss the reading. I
posed the question that had been guiding our reading for the week to the students and what
followed floored me. Students were chomping at the bit to discuss the reading, citing the text
was happening organically, and students were making connections and inferences that I donât
think I would have elicited had I posed the question without having them take notes about it
throughout. Their notes were a means of processing and synthesizing the question and how the
text pertained to it.
I started using note-taking throughout more of the day, always starting by posing a
powerful question to be thinking about and writing about as they were learning. They used note-
taking during independent reading with questions like, âIs the author effective at getting you
interested in the characters? Why or why not?â They did quick writes about the powerful
question sometimes as lesson closure, using their notes as an outline. Every subject of every day
started with a powerful question and every subject of every day students were expected to take
notes and write about their learning.
At the end of the year we read The Omnivoreâs Dilemma, The Young Readerâs Edition
during our read-aloud time. I posed the same question every day to the students, âShould I be
more thoughtful about what I eat?â and every day, students took notes using examples from the
text to answer it. When we finished the book students had a whole journal full of notes and
research that addressed that one powerful question. I had them go through and highlight their
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Ask, Donât Tell Peery, Patrick, and Moore
notes on the text and their thoughts about the text that they felt were the most powerful
arguments about whether or not they should be more thoughtful about what they eat.
The students then asked me if they could write argumentative essays that I could pass on
to the school board. Of course I complied and guided them through the process. All of them
started with the thesis, I should be more thoughtful about what I eat, and most of them
convincingly supported their arguments by citing many points in the text including research
about school lunch. The essays were anywhere from three to seven pages long, and they were all
on topic and organizedâŚand these were fifth graders!
As I put the finished essays in an envelope to send to the district office I couldnât help but
reflect on how my read-aloud had changed. It became so much more meaningful and motivating
through the use of writing and powerful questioning, and that small change rippled through the
rest of my instruction so that those two components were at the core of everything we did in our
classroom. Needless to say students were constantly engaged, processing their learning, and
achievement was at an all-time high.
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Chapter 2: Powerful Questions Can Work Wonders
âIt is better to know some of the questions than all of the
answers.â James Thurber
âMore effort needs to be given to framing questions that are worth askingâŚâ
John Hattie (2012, p. 75).
Often the pressure of "covering the curriculum" interferes with teachersâ desires to
engage students in the most powerful learning opportunities possible. As springtime nears, and
brings along with it a battery of assessments, teachers even find themselves rushing and
overloading students with drill and practice, mind-numbing lecture, and barrages of recall-level
questions. Educators do this with the best intentions: they want students to be successful and are
trying to provide them with every last tidbit of information hoping that details or skills that have
never âstuckâ before will somehow, this time, âstick.â
We educators must break our patterns of pelting students with low-level question after
low-level question, day after day â not just as the school year draws to a close. John Hattie
(2010), who has conducted the most comprehensive meta-analysis of factors that influence
student learning in the history of the world, is only the latest researcher to present the shocking
facts: 60% of the questions teachers ask about the content of the lesson are recall-level, and
another 20% of questions are procedural or behavioral (p. # here). He notes that most teachersâ
questions, both verbal and written, relate only to surface knowledge, and in some studies, recall-
level questions comprised 80% of the questions asked (p. # here).
The reality is simple. Powerful questioning techniques are essential if students are to
master the content and skills necessary for success in academia, the workplace, and in life.
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What Is a Powerful Question?
We have established that questions are central to learning because inquiry and wonder are
wired into humansâ brains. We have looked at how questions can be the invitation to strong
connections within a learning community. Itâs now time to define and explore what constitutes a
powerful question.
When in doubt, previous generations would look to Webster for definitions. That is what
we do here as well:
Ques¡tion
noun
1. A sentence in an interrogative form, addressed to someone in order to get information in reply.
2. A problem for discussion or under discussion; a matter for investigation.
3. A matter of some uncertainty or difficulty; problem (usually
followed by of ): It was simply a question of time.
4. A subject of dispute or controversy.
5. A proposal to be debated or voted on, as in a meeting or a deliberative assembly.
(http://dictionary.reference.com/browse/question?s=b, retrieved on Sept. 29, 2012)
These definitions directly align with the critical features we have already examined. In
the first, we see the power of human connection, or questioning as invitation. Questioning is
reciprocal; the person asking does not do so in isolation, but in order to engage anotherâs mind
and/or emotions.
In number two, we see the idea of the exploration our brain does when we are involved in
bottom-up and top-down processing. Definition number two highlights the human predisposition
to analyze, collaborate, and inquire.
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Definitions three, four, and five get at the heart of academic and civic education and have
direct ties to the main thrusts of the Common Core State Standards which are going to be a
driving force in instruction and assessment in the United States for at least the next decade.
Logical reasoning, valid claims and conclusions, and fruitful collaboration are threads that run
through all the currently released Common Core standards, so words like âdispute,â âdebated,â
and âdeliberativeâ should strike a chord with educators.
It should now be clear that one of the big ideas we want to emphasize in this book is that
powerful questions are collaborative in nature. A curious mind may obviously create endless
questions â but the most powerful questions are created and answered in partnership with other
curious minds.
We also see in all of the definitions above the implication that the question engages the
person or people seeking to answer it. So, the second big idea we want to emphasize about
powerful questions is that they engage the learner. In other words, the learner is intrigued by the
questions and earnestly seeks answers through metacognition, discourse, research, collaboration,
and other methods.
Letâs go deeper into defining engagement. What do we mean by engagement? Briefly, for
educational settings, we mean the following:
Students attending to and participating in the learning task at hand. Their actions are
more than symbolic compliance and include behaviors such as using active listening, freely
offering ideas in class discussions, and writing original compositions on topics of study and/or
interest (Peery, 2009, p. 116).
Increasing student engagement, then, is a huge part of becoming better at our questioning
techniques as teachers. Lack of student engagement is an enormous problem in the United States
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and abroad as well. For example, in the US, Learning 24-7 conducted an extensive study in 2004
that documented approximately 82 percent of classrooms with fewer than half the students
engaged in instruction at the times of the observations (Peery, 2009, p. 57). A report called The
Silent Epidemic (2006) reported that 47 percent of high school dropouts said their classes
âwerenât interesting,â and this was a major factor in their departures (Peery, 2009, p. 84). Pianta
and colleagues (2007) reported that in 2500 elementary students spent more than 90 percent of
class time listening to the teacher or working alone; they spent only 7 percent of classroom time
working in groups. Additionally, teachers spent the bulk of their time lecturing and very little
time giving individual feedback.
Engagement is critical to achievement. John Hattie (2012) has reported that disengaged
students achieve only about the same as students who are classified as âhighly disruptiveâ (page
#).
Engagement also means that everyone is involved in the learning; in other words, there is
âno opt out,â a term used in the book Teach Like a Champion (2010). This is a phrase that has
wider implications than the name and the description in the book imply. Shouldnât any classroom
be a place in which dialogue is expected? Some of us may have experienced a true dialogic
classroom only a few times in our lives. It has been said that classroom participation and
discussion are done well in only two places in American education â kindergarten and graduate
school. You may chuckle as you read that statement â but you may also be nodding in
agreement.
We, the authors of this book, believe it is not okay for high school students to choose to
sit in the very back of the room and stare out the windows, lay their heads on their desks, or
actively disrupt the learning of others. It is also not okay for students to say âI donât knowâ when
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asked a question, or to simply shrug their shoulders. It is not okay for teachers to call only on
those students who raise their hands or blurt out answers. It is not okay for sedate girls to be
answering most of the questions while wiggly boys are reprimanded for their behavior but not
asked what they are thinking. In the classroom where powerful questioning is the norm, full
engagement by all is demanded by the teacher. Every word and action of the teacher works in
harmony with this expectation.
A third big idea about powerful questions is that they immediately engender deep,
diverse, creative, or metacognitive thinking. In some cases, lower-level, prerequisite questions
may precede the more powerful questions, but we should perhaps keep in mind the reminder
from Marzano, Pickering, and Pollock (CITW, 2001) to use inferential and analytic questions as
often as possible. In general, these questions move beyond the who, what, and when to ask why
and how instead.
We must be mindful of the research that shows students whom teachers perceive as slow
or poor learners are asked fewer higher cognitive questions than students perceived as more
capable learners (citation?). This bias often lies undetected by teachers, and it greatly impacts the
quality of instruction not only for struggling learners but for the entire classroom.
In the book Making Thinking Visible, the authors note that the simple question âWhat
makes you say that?â is âone of the most fully integrated thinking routinesâ in classrooms of
teachers who are dedicated to improving their understanding of studentsâ thinking (p. 34). This
single question, asked repeatedly as students engage in classroom discourse, can vastly improve
the quality of teachersâ questions and the quality of studentsâ answers. This question could be the
beginning of any teacherâs journey toward lessening the focus on the âone right answerâ and
better understanding studentsâ reasoning and misconceptions.
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How Are Questions Classified?
Bloomâs Taxonomy of Educational Objectives in the Cognitive Process Domain (1956) is
the most commonly known classification of cognitive complexity in education. The original six
levels have been part of lesson planning for decades:
ďˇ Knowledge â recalling or recognizing information
ďˇ Comprehension â understanding and manipulating information in a basic way;
explaining, comparing, classifying, describing
ďˇ Application â using the knowledge and skills that have been gained in a new, concrete
situations
ďˇ Analysis â using inductive and deductive reasoning to discern component parts and
uncover relationships
ďˇ Synthesis â thinking originally and creatively; creating something new, using what was
learned; putting component parts together to form a new whole
ďˇ Evaluation â judging the merit, worth, or value of an idea, aesthetic work, solution to a
problem etc.
In 2001, Anderson and Krathwohl published a revision to this original taxonomy that was
intended to update the work for the 21st
century. Briefly, the taxonomy became two-dimensional,
with knowledge classified as either factual, conceptual, procedural, or metacognitive. These
knowledge dimensions are then considered in relation to the cognitive processes, now designated
as remember, understand, apply, analyze, evaluate, and create. Most educators quickly note that
the top two levels seem to be the reverse of the original, but this is a simplistic interpretation.
The cognitive process levels are further divided into other categories, so this update to the
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original is actually quite more complex. A matrix of the four knowledge dimensions and the six
cognitive process dimensions would contain 24 cells.
We, the authors, find that teachers are generally not using the revised taxonomy but are still
planning with the older one in mind. This is not a criticism of such, but just a recognition of
current practice. We do, however, advocate that educators engage in an âunwrappingâ process
(Ainsworth, 2004) or backward design process with the Common Core standards and/or any
other standards or objectives they are required to use for unit and lesson planning.
Norman Webb, a mathematics educator at the Wisconsin Center for Education Research, has
created the Depth of Knowledge (DOK) model, which is increasingly being used by educators as
they grapple with the rigor of the Common Core State Standards. The DOK examines the depth
of knowledge required for meeting standards and/or being successful on an assessment task. The
DOK has four levels: recall, skill or concept, strategic thinking, and extended thinking. The DOK
level is determined by examining the task the student has to perform in relation to the thinking
that occurs.
We find that educators in only a few states know the DOK well and are using it in their
instructional planning; therefore, in this book, we will most often reference Bloomâs Taxonomy.
However, we do encourage practitioners to learn more about Webbâs DOK as it becomes more
prominent in the discourse educators have about the Common Core standards.
Using Questions to Engage Students, Clarify Thinking, and Deepen Understanding
These three purposes, which may or may not be distinct from each other at any given
time, are suggested as a âframeâ for powerful questioning in a book called Make Just One
Change, Teach Students to Ask Their Own Questions (Dan Rothstein and Luz Santana, 2011). In
this section, we will provide our own discussion of these purposes.
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âActively processing information is the beginning point of learning,â Robert Marzano
aptly notes (p. 59, Art and Science). A prerequisite for active processing is gaining the mental
attention of students. A disengaged student cannot benefit from even the best questions because
his or her mind is not on the task or âin the game.â
Marzano summarizes pertinent research on engagement and achievement and indicates
that engagement can increase achievement by as much as 31 percentile points (p. 99, Art and
Science).
Obviously, the issue of engagement is a complex one, and it grows more complex as our
world becomes increasingly technology-rich and globally connected. There is simply so much
more to pay attention to, for students and for teachers, and thus, focusing on the topic at hand
and engaging in academic discourse for much of a class period demands that teachers use their
best techniques for engaging students.
Marzano (2007) recommends several specific stimuli for engaging students in classroom
instruction in general; these can also be applied to questioning and are as follows:
ďˇ High energy
ďˇ Missing information
ďˇ The self
ďˇ Mild pressure
ďˇ Mild controversy (p. 100-103)
By high energy, Marzano means the brisk pacing of instruction, including âteacher
intensity,â physical activity, and brisk pacing (p. 100). As far as using missing information,
Marzano cites natural human curiosity and suggests a specific strategy, clozentropy (p. 101).
Clozentropy, often used in what is commonly known as âcloze reading,â is the omission of
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words in text, which triggers the brain to search for the missing information. In terms of the self
as stimulus, Marzano discusses personal interest and efficacy (p. 102).
Mild pressure applies directly to periods of questioning and discussion, because, as Marzano
says, âIf students realize that there is a moderate chance of being called on to answer a question,
it will likely raise their level of attentionâ (p. 103). This particular stimulus directly applies to the
initial engagement of students in questioning. Each teacher needs to create a classroom culture of
learning in which there is always mild pressure to participate â thatâs fundamental to
engendering dialogue.
Marzanoâs idea of mild controversy also applies to the initial engagement of students in
periods of questioning. Questions worth discussing at length are often provocative. Structured
academic debate, Socratic discussion, and other specific techniques can meet the criteria for
either mild pressure or mild controversy and thus enhance engagement overall.
So, where does a teacher begin? We must capture each studentâs mental attention, form
questions, facilitate discussion, and provide feedback to students between questions in order to
keep the learning going forward during periods of classroom discussion. In terms of written
questions to which students respond, we must also frequently design questions that are engaging
enough for students to want to answer.
There are, at minimum, two parts relevant to engaging the learner â the question and the
context in which the question is asked. Both of these parts, however, presume that an effective
learning environment has been established.
It is important to consider both the question and the context when planning the questions
that will be asked and when considering classroom management techniques that will keep
classroom discourse moving. Good questions engage the student both cognitively and socially.
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Ideally, even students reluctant to engage will engage because it is both interesting and fun to do
so.
We must be mindful of the work of Lev Vygotsky (1978), in which he posited that social
interaction is critical to personal cognitive development. We certainly see this in our classrooms
as students who know more about a topic and are perhaps more verbal than their peers share their
ideas in whole-class or small-group work and later, we see other children repeating and
expanding upon those same ideas. Sometimes, as teachers, we can even become exasperated that
a student hears a fellow student explain something and âgets itâ readily, whereas weâve been
explaining the same exact thing repeatedly without such success! A situation like that, while
frustrating, should shed light on how powerful student-to-student talk is for individual learning.
The technique âNo Opt Outâ (Teach Like a Champion, 2010), mentioned earlier, is worth
examining in terms of engaging the learner. This technique is based upon the premise that itâs
not okay not to try (p. 28). This simple idea is at the core of high-performing classrooms in
which the teachers absolutely believe all students can learn and all students have something
worthwhile to contribute. Basically, a No Opt Out sequence begins with a student unable to
answer a question and ends with that student answering correctly (p. 28). The maneuvers the
teacher makes within the sequence can vary, but what the teacher must constantly consider are
the responses of the reluctant or disengaged student, the way those responses are handled, the
contributions of fellow students, and how the sequence is moving learning ahead for every
student.
Clarifying thinking is at the core of learning and is critical in order for formative
assessment to work well for both teachers and students. Uncovering student misconceptions or
surface-level understandings can only be done in classroom discourse if the prerequisite for
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engagement is met -- and in order for that to happen, the teacher must have established a
classroom culture of learning and planned worthwhile questions. Then, during the process of
asking those questions, the teacher must constantly watch, listen, and respond â âreal timeâ
formative assessment in every sense of the term.
Formative assessment at its best helps students find where their misconceptions are and
what needs to change in their thinking. That kind of clarity comes more readily when we
structure questions so that students can âhearâ their own thinking, take it apart, and then put it
back together, incorporating new learning. One can more easily hear his or her own thinking
when it is articulated aloud and when it receives peer and teacher response. Often, we talk
through our learning with a partner or small group so that we can incorporate ideas from others
as we continue thinking. A skillful teacherâs clarifying questions propel the classroom dialogue
forward and also have the power to change an individualâs thinking in many different ways.
Clarifying questions are sometimes distinguished from probing questions, but we lump
these two together because we are discussing the clarifying or refining of cognition â not the
clarifying of directions about the task, work groups, deadlines, and so on. We mean âclarifyâ in
the original, basic meaning of the word: to make understandable or to free of confusion; to make
something intelligible and/or to remove ambiguity.
The folks behind the excellent collection of educator resources online at Akron Global
Polymer Academy have this to say about probing questions in science, but we feel that this text
applies to all disciplines:
âObservers have found that recall-level questions predominated even with teachers
who were committed to fostering critical thinking. They refused to admit this until they saw
documentation of their classroom behaviors.
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Probing questions, such as why?, can you elaborate?, what evidence can you present
to support your answer? encourage students to "unpack" their thinking, to show how they
have reached particular conclusions. Teachers can use probing questions to press students to
consider and weigh diverse evidence, to examine the validity of their own deductions and
inductions, and to consider opposing points of view. Probing questions ask students to
extend their knowledge beyond factual recall and "parroting" of learned theories, to apply
what is known to what is unknown, and to elaborate on what is known...
Probing questions contribute to a classroom climate of inquiry and thoughtful
examination of ideas. Students who are regularly exposed to questions that force them to
defend their responses with reasons and evidence may internalize this âcritical thinkingâ
habit of mind.â (http://agpa.uakron.edu/p16/btp.php?id=questioning)
Good probing questions have several characteristics, such as the following, which are offered
for consideration but certainly not as an exhaustive list:
ďˇ Brevity â the teacher should not talk for very long; student dialogue must be
furthered; this is not a time for a mini-lecture
ďˇ Divergence â multiple responses are possible
ďˇ Empowerment â the person is asked to continue the cognitive struggle; the teacher
doesnât simply shift to another student, possibly a more eager one, or a faster
auditory processor
ďˇ Reflection â they may cause students to make novel connections, or to be more
metacognitive, or simply to pause and rethink what was already said
The third purpose of asking questions is to deepen understanding. The teacher is key to
setting that climate for the interaction necessary for the ârawâ thinking that students are doing at
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this point. Students often âdraftâ their answers off the teacherâs attitudes and words. Students
continue to stay engaged and thinking when our treatment of the answers is as important as the
question itself.
At this level of questioning we want to be very aware of responding to students and not
reacting to them. A reaction question might have a bit of edge in our voice, such as, âWhat did
you just say?â âDo you have any evidence for that?â A response on the other hand has no edge
and sounds like, âCan you tell me more about your thinking aboutâŚ.?â âWhat have you read or
heard that you are using for support?â Some of the edge is tone, but tone represents attitude, and
students thrive when there is a climate of acceptance. An attitude of arrogance or disdain, on the
other hand, is deadly to true classroom dialogue.
Probing questions can help a student go beyond first-draft thoughts and the gathering of
information, which is where many teachers feel the need to stop, because students have the facts
and we must move on to âcoverâ the curriculum. Clarity of thought feeds the studentâs interest
and engagement, but to have questions be most helpful, teachers need to see asking questions
(and answers!) as a process rather than a product.
In Quality Questions (Walsh and Sattes 2005), the process of answering a question has five
steps.
1. listen to the question
2. understand what is being asked for
3. answer to self
4. answer out loud, and sometimes,
5. rethink and revise the answer (p. 78)
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What does this process look like? Ms. Hoehneâs physics class is trying to solve a momentum
problem in collaborative groups. As Ms. Hoehne circulates from group to group, she asks:
ďˇ What is your process right now?
ďˇ Can you tell me what youâre thinking right now?
ďˇ Whatâs your plan?
ďˇ How did that work for you?
ďˇ What does your data show you?
ďˇ Are we stuck or where are we?
ďˇ What does the documentation show you?
Even her non-verbal actions are questions. She uses her eyes, posture, and hand movements
to indicate a questioning climate. The dialogue around those questions is key to the students
deepening their understanding.
Even though an effective teacher doesnât know exactly what might happen in groups, like
Ms. Hoehne, she anticipates and has plenty of questions ready. Questions coupled with the five-
step process suggested by Walsh and Sattes establish the climate in which the students
understand there will be genuine interest and response from the teacher as opposed to a reaction.
Reactions always come at the risk of having students shut down their cognitive processing.
These steps and processes can begin with very young students and become a foundational
skill necessary for older students both in the classroom and life. The Common Core State
Standards have included speaking and listening because of the power of articulating oneâs
thinking. Questioning and thinking through the answers provide the building blocks of those
skills in todayâs classrooms. If students experience an open climate in the interaction of
questions and answers with the teacher, then that skill can transfer to their peers as well. During
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the time when each student is thinking the teacher canât be everywhere, so itâs advantageous for
students to learn these thinking âmovesâ and to use them even without adult guidance.
Dylan Wiliam (2011) in Embedded Formative Assessment speaks of questions that a
teacher would use as both discussion questions and diagnostic questions. Discussion questions
can lead to an interesting class discussion if there is time. This is when the teacher is looking to
bring out the reason for an answer, not just the fact. The student could get the fact correct, but
not understand why he answered that way. Having the students engaged in the conversation and
continue to think is the key. This makes an effective discussion question.
If there is not time for the whole discussion, then a teacher may want to use a diagnostic
question instead. These are questions designed to discover if the student has the correct answer
for the correct reasons. Wiliam states that âthe crucial feature of such diagnostic questions is
based on a fundamental asymmetry in teaching; in general, it is better assume that students do
not know something when they do than it is to assume they do know something when they donât.
What makes a question useful as a diagnostic question, therefore, is that it must be very unlikely
that the student gets the correct answer for the wrong reason.â (p. 95, 2011)
In Ms. Carlsonâs biology class, a questioning scenario unfolded like this:
The class was talking about evolution and students were constructing their own
definitions based on previous knowledge. This was a springboard into what would lead to
evolution in the form of speciation. (Remember the students have to have some level of
knowledge when using a diagnostic question.)
Ms. Carlson asked, âCan you list as many things as you can that could potentially change
the allele frequency of a population?â (This was the current working definition of evolution).
A student said, âWhat about genetic engineering?â
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Ms. Carlson responded, âCan you tell me more about that?â
The same student replied, âIf a particular organism is genetically modified to create a
GMO [Genetically Modified Organism] in the lab, their allele frequency changes based on the
genes that are added, subtracted, or modified.â
Ms. Carlson followed with, âHow would that technique lead to speciation?â
Another student then said, âIf this GMO is planted or released into the wild, it could
breed with other organisms and over time create a new species. Or if the gene modification
influences a mating behavior or causes the species to reproduce at a different time than the rest
of the species could lead to a new species.â
The process of clarifying/probing continued until Ms. Carlson knew that the students got
the right reason for the answer they were giving. Knowing the right reason is the heart of a
diagnostic question!
In an elementary math lesson, diagnostic questions were used effectively as Mrs.
Anderson posed this question to her students: Given the area and length of two adjoining rooms,
determine the length of the connecting wall. Room A is 300 square feet with a length of 15 feet.
Room B is 400 square feet with a length of 20 feet.
After a few minutes of students talking and working with self-selected partners on this
task, one student offered, âI believe the length of the adjoining wall is 20 feet.â
Mrs. Anderson replied, âWell, how do you know that?â She paused for a few seconds,
looked at the rest of the class and asked, âHow could we explain Sethâs process to find an answer
of 20 feet?â
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A girl named Barbara answered, âFirst, he had to find the missing length of one room.
We know that the total of one is 400 square feet and one of the dimensions. So would say that 20
times 20 is 400 and 15 and 20 is 300, so the adjoining wall is 20 feet.â
Mrs. Anderson: Okay, so Barbara and Timmy believe that the length of the wall is 20
feet. How could we draw a model of this problem to check their answer? I would like for each
one of you to draw a model.
Mrs. Anderson circulated as students drew their models and coached students as
necessary. At the end of the lesson, Mrs. Anderson had the class write a summary of their
learning in their math journals.
What kind of question qualifies as a deepening understanding question in your content
area? Think about how to engender two other plausible answers â or more.
Deepening understanding is not a linear process. One of the important features of
deepening understanding is making a prediction that one seeks to confirm. As Judith Willis
(2008), neurologist turned educator, writes, âSuccessful prediction is one of the best problem-
solving strategies the brain hasâ (p. 12). She tells of preschool children who learn important
skills by asking questions and creating predictions in their play time.
Robert Marzano (2007) sees the situation that sets the stage for making predictions is
centered on the invitation or questions posed. âExperimental inquiry is the quintessential task
for generating and testing hypothesesâ ( p. 91). That very experimental inquiry is where the
questions take the lead. There are questions that the teacher first asks, but then, with training, the
students follow closely with their questions as well.
To do this there are two fundamental features that should be observed. The teacher and
students must be engaged in dialogue with each other. The second follows closely; both parties
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must be listening to the other. The reason deepening understanding is harder is that it is difficult
to script! So many educational leaders want to give teachers a checklist for classroom strategies
â lists that look like recipes with guaranteed success. This is just too simplistic.
Shirley Clarke talks about this interaction and active learning in her books, Formative
Assessment in Action (2005) and Active Learning through Formative Assessment (2008). She
says, ââŚthe kinds of questions teachers ask determine how far the discussions will go in
deepening and furthering childrenâs learning and understanding.â (2008, p. 51) She gives what
she calls five templates for effective questions which reframe recall questions. They give us a
starting point for how to ask questions that deepen understanding.
Clarke is quick to say that students must have some understanding before using these
questions. (2005, p. 68) However, look at the templates or ideas below and think about how they
could possibly be applied in your teaching situation.
1. A range of answers. The teacher takes what would have been a recall question and
reframes it, giving the students a range of possible answers. (These are similar to the
diagnostic questions by Wiliam discussed earlier.) Example: What do you need to grow
a flower? Possible answers water, garden, seed, time, sunshine. (Clarke suggests
including definite yes answers, definite no answers and some ambiguous answers to
enrich the discussion.)
2. A statement â turn a question into a statement and then ask if students agree or disagree.
Students answer and give their reasons for their answers. Instead of asking which sport
makes you think harder you may say Basketball is the sport that makes you think the
hardest. True or false?
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3. Right and wrong â two opposites are presented. Students are told that one is right and
one is wrong. They have to decide and also explain how they decided. Example: In
English language arts, give the students two sentences. Ask which is right and which is
wrong, and then ask why, such as: The boys wanted their ball. The boys wanted there
ball.
4. Starting from the answer/endâgiving the answer and working backwards to how the
student arrived at the answer. Instead of asking what is the answer to 2 + 3 + 4 - 1?
Example: Why is 8 correct, and what strategies do you use to know that?
5. Opposing standpointâa way to use a question to help a student see different
perspectives or a different standpoint. Clarke had a fun example, Instead of asking How
did Goldilocks feel when she saw the three bearsâ cottage? Ask, How did the three bears
feel upon discovering Goldilocks in their house?
Shirley Clarkeâs templates give us excellent application ideas for asking questions.
In short, it is important to be prepared for the âmessinessâ of thinking when we are
looking deeper understanding. Questions are key to reaching that understanding.
Question Stems
Letâs explore some additional ideas of questions that lead to this deeper understanding
from some simple to more complex.
What ifâŚ? Seems like a simple question â at least it is easy to ask! This is a question
that can be used with any age group, and its answers can have the full range from a few facts to a
deep search.
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So what? or Now what? Again they seem like simple questions, but the answers allow
students to build inferences, make predictions, or generate conclusions. They can even generate
more questions of their own.
Making Predictions This is one of the roles in reciprocal teaching because of its power.
Teachers ask students to predict what happens next in a story, math problem, historical event, or
experiment in science. The predictions help students make strong inferences and find evidence,
a key skill in the Common Core State Standards.
Building Inferences This again works with any age group. When teachers ask inferential
questions, students make their own predictions and generate inferences. In Classroom Instruction
that Works (2012), there is support to help educators create inferential questions. The authors
state, âWhen students access this âright thereâ information, they do not have to think deeply
about what they know; consequently, such questions do not elicit much prior knowledge or help
students create a sturdy framework for learning new information. When teacher ask questions
that require students to make inferences, however, students draw upon what they already know to
âfill in the blanksâ and address missing information in the presented materialâ (p. 54).
Some examples are given, including the following:
For events â Who is usually involved in this event?
For things and people â How is this thing usually used? Does this thing have a
particular value?
For actions â Who or what usually performs this action? How is the value of a
thing changed by this action?
For states of being â What are some of the changes that occur when something
reaches this state? (p. 55)
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Robert Marzano (2010) gives a clear process for students to analyze the effectiveness of
their inferences in an article in Educational Leadership. He writes, âIt (the process) involves
posing four questions drawn from what researchers call elaborative interrogation. Typically, the
teacher poses these questions to students and interacts with them around the answers. Itâs useful
to examine both the truth of the premise and the validity of the thinking that led to the inference.
1. What is my inference?
2. What information did I use to make this inference?
3. How good was my thinking?
4. Do I need to change my thinking?
Marzano concludes the article with, âMaking inferences is the foundation to many of the
higher-level thinking processes that we want students to use more effectively in the 21st
centuryâ
(p. 80-81).
We concur! Inferential questions asked by teachers get the students thinking. Students
evaluating their inferences lead to even more learning.
Choosing an Interpretation How do students form conclusions or choose an interpretation?
Marzano and Heflebower (2012) include this in their book, Teaching & Assessing 21st
Century
Skills. They include it because, âthe act of consciously choosing oneâs own interpretation of
events at any point in time might be the most powerful and useful skill regarding understanding
and controlling oneselfâ (p. 125) Students need to know that they can think for themselves and
have a great chance to change the outcome of any situation because of their thinking. There are
four questions that they suggest for student use in this strategy.
1. What is my current interpretation of the situation?
2. What is the most likely outcome given my current interpretation?
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3. Do I want a different outcome?
4. How must I change my interpretation to obtain a different outcome?
Learning the power of interpretation is key to promoting those conative skills discussed
earlier. All of the questioning strategies used to help students deepen their understanding help
students not only increase their thinking and learning about the content, but about themselves as
learnersâand people. When we work with students in this way we promote a growth mindset as
described by Dr. Carol Dweck (2006). Having students move toward a growth mindset vs. a
fixed mindset is influenced greatly by the active interaction with the teacher and peers about
their thinking â which brings us to the last area of deepening understanding that we want to
explore, metacognitive questions.
Metacognition and Questioning
Judith Willis (2008) helps educators understand the goal of metacognition, which is
understanding and improving oneâs learning. Even very young children can learn a pattern of
reflection that helps them become metacognitive. She says, âAfter a lesson or assessment, when
children are prompted to recognize the successful learning strategies they used, that reflection
can reinforce the effective strategiesâ (p. 281) Taking this time to respond to questions that help
students reflect, practice metacognition needs to be seen as part of each lesson. Time becomes
the enemy in the classroom, but if thinking and learning is the signature focus, then
metacognitive questions need to be seen as a critical componentâfor teachers and students.
Like the section on deepening understanding started this is a process more than a product.
This process is part of the gradual release of responsibility. Every time that student can put
together âI used to think thisâ and âNow I think thisâ (Elmore, 2010) about their thinking they
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are moving toward learning that will be an incredible asset. Metacognition is an essential
component of being able to identify both what and how we are learning.
John Hattie (2012) has ranked 144 influences on student achievement. He has ranked
meta-cognitive strategies as high as 14th
as a strategy to use with student having a .69 effect size.
So how do most effectively work with students on metacognition?
Fisher and Frey (2008) use four power questions that they first found from N.J. Andersonâs
work to guide students as move from cognition to metacognition.
1. What am I trying to accomplish?
2. What strategies am I using?
3. How well am I using the strategies?
4. What else could I do? (p. 28-29)
We suggest that these questions are good for student and teachers. The power of the
questions is in their ability to be a catalyst that makes us think, reflect, and continue to learn.
The best news it that there is always more to learn. In the following chapters of this
book, you will find each discipline highlighted. The temptation is to only read about oneâs own,
but we assure you that the insights and strategies can be adapted throughout the different
disciplines. Each chapter also incorporates examples from across the age spectrum. Enjoy!