Encouraging curiosity – teaching students to ask questions
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The document describes a lesson where students were asked to generate questions about a photo in groups on post-it notes. The students then sorted the questions into open-ended and closed questions, and practiced converting closed questions into more open-ended questions. They then attempted to answer the questions based on additional information provided, and the teacher provided feedback on how many questions were successfully answered and the answers to some of the questions.
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This document discusses strategies for asking questions in the classroom. It identifies different types of questions, including low-level questions that assess basic knowledge and high-level questions that require thinking and connecting ideas. It provides examples of each and recommends writing questions aligned with the themes being taught. The document also discusses using questions to involve students and assess understanding, as well as best practices for implementing questioning strategies.
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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.
Ask, Don't Tell Excerpt
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.
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Effective questioning techniques
1. The document discusses Bloom's Taxonomy, which is a classification system that organizes questions into six levels of complexity from lowest to highest: knowledge, comprehension, application, analysis, synthesis, and evaluation.
2. Each level represents a different type or depth of understanding. Knowledge questions test basic recall, while comprehension questions involve explaining or summarizing. Higher levels like analysis, synthesis, and evaluation require breaking down information and creative or judgment-based thinking.
3. Using a variety of question types from all levels is important for helping students learn at different depths and avoid simply memorizing facts. Teachers should aim to incorporate higher-level questions alongside basic recall questions.
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.
A review of essential questions
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.
Essential questioning
This document summarizes and reviews several websites about developing essential questions. The first site discusses the components of effective essential questions, such as connecting to multiple disciplines and exploring topics together. The second site criticizes trivial questions and promotes questions that require critical thinking without prior knowledge. The third site highlights strategies from its toolbox, such as assigning daily questions and developing unanswerable questions. In the end, the document emphasizes the importance of asking good questions rather than excessive information.
Questioning
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.
Question, question, question
The document describes a research project analyzing questioning techniques in further education. It involved observing lessons to classify questions, developing a questioning tool for teachers, and having teachers complete a survey on their own questioning. The observations found that most questions were low-order recall questions, with little wait time. The questioning tool provides a framework to help teachers plan for higher-order, open questions and reflection. Initial feedback from teachers indicated the tool would help improve their questioning practices.
Effective Questioning
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.
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1) The document discusses the current state of science literacy in North America and recommendations from a report by the National Academies to improve it. It emphasizes the importance of hands-on, student-centered learning over traditional teacher-centered approaches.
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This document discusses a study on the questioning powers of students in the classroom. The study found that students mostly ask referential questions that require more explanation or clarification from presenters. Students' capacity for asking questions is influenced by factors like psychological state, physical condition, language ability, and the teacher. The study concludes that questioning is important for classroom interaction, but students' questioning powers are limited by internal factors and external influences from the classroom environment.
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Questioning techniques: helping learners develop higher prder thinking skills
Questioning techniques: helping learners develop higher prder thinking skills
Encouraging curiosity – teaching students to ask questions
- 1. http://www.101qs.com/1739 Mike Parrott, Science AST, Conyers School, Yarm. @DrP_Conyers
- 2. Harvard Education Letter - Volume 27, Number 5 - September/October 2011 By DAN ROTHSTEIN and LUZ SANTANA
- 3. Starter I keep six honest serving-men (They taught me all I knew); Their names are What and Why and When And How and Where and Who. Rudyard Kipling What was Kipling getting at?
- 4. Students generate questions based on the photo in groups Students then on post-it notes. sort into open and closed questions Students practice Feedback some converting closed examples to the questions to open class Students attempt to questions answer the questions based on further information Students feedback given to them Students an example and prioritise their the reasons why top 5 questions it’s an important Final feedback on how question many of the five were answered and the answer to some of the questions
- 5. » Students asked nearly all of the questions I would have liked them to ask » Students asked some questions I would never have come up with (Why are all wind turbines white?) » Students keen to look at the information to see if it answered their questions » Students had the opportunity to reflect on the questioning process » Leads naturally to the next step – what about those questions that weren’t answered?
- 6. We e-mailed Good Energy and got answers to some of our unanswered questions
- 7. @Larryferlazzo on Twitter http://larryferlazzo.edublogs.org/ 2012/05/23/the-best-posts- articles-about-asking-good- questions-help-me-find-more/ http://goo.gl/R8yOR http://www.hepg.org/hel/printarticle/507 http://www.101qs.com/1739 http://learningspy.co.uk/2011/ 09/24/questionable/