Ch. 10 cues, etc. revised
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Cues, questions, and advance organizers are instructional techniques that activate students' prior knowledge to help them learn new information. Cues and questions elicit what students already know about a topic, while advance organizers provide context before new learning. Effective cues and questions focus on important rather than unusual information. Asking higher-level analytic questions leads to deeper learning than lower-level questions. Advance organizers help bridge gaps in knowledge by presenting new topics in expository, narrative, graphic or other formats before instruction.
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TheArtofQuestioning2013.ppt
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for student interaction, challenging students, and allowing teachers to assess learning. There are different types of questions that serve different purposes, from lower-order questions testing basic knowledge to higher-order questions promoting analysis, evaluation and creative thinking. Teachers must aim to ask a variety of effective questions and avoid common pitfalls like only asking simple factual questions.
The Art of Questioning Using SOLO Taxonomy
Questioning is one of the most important skills that a teacher must have in order to translate or decode those that are written in the books into a meaningful learning experience. It is skill that will illicit learners to think deeper and enhance their reasoning abilities. Thus, asking questions should not just be mere questioning it must a form a question that will allow the learners think out of the box answers and make meaning of their learning. Hence questions shout be HOTS or those questions that will enable learners higher order thinking skills. because the way to assimilate knowledge through allowing learners to connect the knowledge they have learned in the classroom into meaningful learning experiences that they may apply in the real world. Because learning must be directed towards holistic development of the child, it should allow him to develop a decision-making skill by way of developing his way of thinking, giving questions that will allow him to think deeper and give answers that will be more than the expected response to the problem.
TheArtofQuestioning2013.ppt
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for interaction, challenging students, and assessing learning. There are different types of questions like open-ended, closed, higher-order thinking questions. Effective questioning should reinforce objectives, engage students, and promote reasoning. Teachers must evaluate if their questions promote higher-order thinking skills.
TheArtofQuestioning2013.ppt
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for student interaction, challenging students, and allowing teachers to assess learning. There are different types of questions that serve different purposes, from lower-order questions testing basic knowledge to higher-order questions promoting analysis, evaluation and creative thinking. Teachers must aim to include a variety of question types and avoid common pitfalls to make questioning an effective teaching strategy.
Better Questions, Better Results!
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
The Art of Questioning.pptx
This document discusses the importance of questioning skills for teachers. It identifies questioning as a key component teaching skill and outlines several purposes of effective questioning, including motivating students, creating interest, testing knowledge, and stimulating thinking. The document then provides guidelines for developing high-quality questions, such as being clear, purposeful, and thought-provoking. It also discusses best practices for questioning techniques, such as pausing after asking questions, calling on students randomly, and distributing questions across cognitive levels and students. Overall, the document emphasizes that mastering questioning skills is an important art for effective teaching.
Inquiry basednew
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.
Surface vs deep questioning
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
Effective questioning and reacting techniques
The document discusses questioning techniques that teachers can use to generate interaction in the classroom. It identifies different types of questions, such as convergent and divergent questions, and skills teachers should develop like varying question types and allowing sufficient wait time. Teachers are advised to know their own questioning style, increase their repertoire of high-level questions, and consider students' abilities when asking questions. The document also provides tips for encouraging students to ask questions, such as praising well-formulated questions, attending to students' questions, and allotting time for open questioning.
What Is Powerful Learning Pbl
The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
Effectivequestioning 100724083214-phpapp02
The document discusses effective questioning techniques for teachers, including asking open-ended, divergent, and higher-order thinking questions; providing sufficient wait time for students to think; and improving questioning skills through self-evaluation and critique. It also covers encouraging student questioning by modeling good questioning, attending to students' questions, and praising correctly formulated inquiries.
10 Ideas to Get Students Motivated
Here are 10 ideas to motivate students:
1) Establish relationships and high expectations by showing students you believe in their success and will help them achieve it.
2) Set clear objectives for each lesson so students understand what is expected of them.
3) Utilize peer instruction by having students teach each other, which has a 90% retention rate.
4) Try deliberative practice by quizzing students before teaching to identify misconceptions and then discuss as a class.
Inquiry
The document provides information about inquiry-based learning and instruction. It discusses inquiry-based learning as a student-centered approach that shifts away from linear teaching methods. Students lead inquiries, not teachers, who take on a supportive role. Inquiry can be used at any grade or developmental level based on the idea that people learn through exploration. The document then provides examples of how to structure inquiry-based lessons and questions.
Why do we teach?
This document discusses reasons for teaching and strategies for effective teaching. It provides 10 reasons for teaching, including to enthuse students, give them needed information, cover the syllabus, and help them learn. It suggests methods like putting yourself in students' shoes, mixing information with other materials, getting students to reflect and revise, and stopping class for discussions. The document also covers instructional design, the zone of proximal development, scaffolding, and results of a short pop quiz on teaching techniques.
The Art of Questioning
To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
Effective questioning (2)
1. Effective questioning involves asking a variety of questions at different cognitive levels, including convergent, divergent, and evaluative questions. Teachers should aim to ask both lower-level and higher-level questions.
2. Important questioning skills for teachers include varying question types, not directing questions to specific students, calling on non-volunteers, rephrasing questions if needed, sequencing questions logically, and allowing sufficient wait time after asking a question.
3. Teachers can improve their questioning techniques by reflecting on the types of questions they typically ask, getting feedback from colleagues, increasing their repertoire of question types, considering students' abilities and interests, and spending time to improve the questions they ask.
topten.ppt
This document outlines Linda B. Nilson's top 10 best and worst teaching practices. The best practices include setting clear learning outcomes, giving students practice to reinforce learning, providing feedback, communicating high expectations, integrating challenges into learning, and getting mid-semester student feedback. The worst practices include presuming student knowledge or interest without assessing it, using technology to replace in-class activities, rewarding all student responses equally, and failing to enforce classroom conduct rules.
topten.ppt
This document outlines Linda B. Nilson's top 10 best and worst teaching practices. The best practices include setting clear learning outcomes, giving students practice to reinforce learning, providing feedback, communicating high expectations, integrating challenges into learning, and getting mid-semester student feedback. The worst practices include making incorrect assumptions about student preparation, interest and motivation; using technology or group work ineffectively; and having poor classroom management that allows students to disregard rules and expectations.
Problem based learning, A teaching strategy
Problem Based Learning or PBL is a self directed process of learning which enables students to learn from real life experiences and enhances their problem solving skills under guidance of teacher as the facilitator.
Bibliography-
• Kaur Sodhi Jaspreet, Comprehensive Textbook of Nursing Education, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2017, Page No.- 70
• R Promila, Nursing Communication and Educational Technology, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2010, Page No.- 270
• Suresh S. Communication and educational technology in nursing. 2nd ed. New Delhi, India: Elsevier; 2016., Page No.- 272-276
Similar to Ch. 10 cues, etc. revised (20)
Ch. 10 cues, etc. revised
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