The document discusses getting students to formulate their own questions as an alternative to the traditional Socratic teaching method. It introduces the Question Formulation Technique (QFT), which is a seven-step process for teaching students to generate questions on a given topic. In the QFT process, students first focus on a topic, generate questions about it without overthinking, and then work to improve, prioritize and determine how to use their questions for research, projects and presentations. Formulating their own questions helps students develop important thinking skills like divergent and convergent thinking as well as metacognition.
Did Socrates get it wrong? Making Connections through Student Questioninglori_donovan
Question Formulation Technique (QFT), a questioning protocol where students use divergent and convergent thinking to formulate questions to guide their learning. QFT can be used in any content area and at any level to motivate and challenge students to go beyond literal knowledge.
Did Socrates get it wrong? Making Connections through Student Questioninglori_donovan
Question Formulation Technique (QFT), a questioning protocol where students use divergent and convergent thinking to formulate questions to guide their learning. QFT can be used in any content area and at any level to motivate and challenge students to go beyond literal knowledge.
Flipped Finals: Assessment As Learning via Culminating ePortfoliosG. Alex Ambrose
Ambrose, G. Alex, Mangione-Lora, Elena, Clark, G. Chris (2016) “Flipped Finals: Assessment As Learning via Culminating ePortfolios” The Association of Authentic, Experiential, and Evidence-Based Learning (AAEEBL) Midwest Regional Conference, South Bend, IN
How's Class? Using Informal Early FeedbackLaura Hahn
Informal Early Feedback is a tool instructors can use to survey students about their impressions and start a dialog about teaching and learning in their classrooms.
Flipped Finals: Assessment As Learning via Culminating ePortfoliosG. Alex Ambrose
Ambrose, G. Alex, Mangione-Lora, Elena, Clark, G. Chris (2016) “Flipped Finals: Assessment As Learning via Culminating ePortfolios” The Association of Authentic, Experiential, and Evidence-Based Learning (AAEEBL) Midwest Regional Conference, South Bend, IN
How's Class? Using Informal Early FeedbackLaura Hahn
Informal Early Feedback is a tool instructors can use to survey students about their impressions and start a dialog about teaching and learning in their classrooms.
One more question... workshop slides from CAST2014tonybruce
Questions are a powerful tool, and good questioning skills are extremely important for both people and in testing. Through effective use, we can engage in more effective learning, create outside-the-box thinking and start decision making conversations. Tony will explore the power of questions and their ability to make us and others think by looking at items such as the use of probing questions, tone and rephrasing. He will work through exercises to allow participants to practice some of what they are learning. Participants will walk away with ideas on how to sharpen their questioning skills to a fine tool which can be used to transform their every conversation and to increase their testing thinking. Questions can help create and negate, learn and teach, and stop and start projects, connections and relationships. Add this ability to your tool set.
Why should English language teachers add something new to their instructional strategies and classroom routines? In this webinar, teachers learn the difference between summative and formative assessments, discover how they are already using formative instruction, and learn new formative assessments strategies. Teachers learn how to choose a formative assessment strategy to inform their instructional practices and to increase student learning, engagement, and involvement in their learning.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Pye is the English Language Fellow in Quito, Ecuador. She brings over 20 years experience in education as a teacher, teacher trainer, professional workshop creator and facilitator, and project manager, in both the U.S. and international environments like the Czech Republic, Madagascar and Costa Rica. Lisa holds a Master’s degree in Art History from CUNY Hunter College, a Master’s degree in Public Administration from Syracuse University, and is currently completing her dissertation in the Cultural Foundations of Education department also at Syracuse University. Lisa supports multicultural, multilingual, and experiential education and learning, Girls Education endeavors, STEAM, and the connections between arts, photography, literacy, and identity.
► Find the webinar here: https://youtu.be/JfZTqqz7e3Q
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Communicating Their Stories: Strategies to Help Students Write Powerful Colle...Rebecca Joseph
We believe that all high school English teachers can help students begin to prepare for college by embedding personal narratives into their curricula. Students must write powerful college application and scholarship essays as seniors. What better way to help students write authentic stories by helping them throughout high school learn how to write about themselves?
Presented at AABIG, June 10, 2016. Designing an Instruction Program is a big task, but one of the most important, and often neglected, components is a robust assessment plan. In this short presentation, I will share how librarians at Jack Tarver Library, Mercer University, designed an assessment cycle that includes multiple methods to collect feedback from faculty and students alike, and which covers both session-level and program-level assessment. I’ll take a look back at where we were four years ago, share how we got to our current plan, and speculate on what might happen in the future. Along the way attendees will learn about some of our mistakes and successes, and why we think an intentional assessment plan is an essential part of any instruction program.
Guided Response Review and evaluate at least two of your peers’ djesseniasaddler
Guided Response
: Review and evaluate at least two of your peers’ discussion postings. Does the assessment choice and rationale for assessments effectively meet diverse learner needs without being biased towards language proficiency, learning style preference, or cultural background? Provide suggestions for how to collect and analyze the assessment data based on the identified assessment strategy. In addition, propose at least one solution for students whose assessment results indicate a lack of progress.
It need to be two reponds and please put the students name next to there reponds. Separate responds
Peer 1: Kimberly
Assessments are the prime discussion of most education topics in our society today. We see both positive and negative reactions to how big a role our assessments play in schools nationwide. We hear teachers, parents, community members speak of how all students are doing in school is learning how to take a test. I would argue that while assessments are a driving factor, it is the content in which it assesses that matters. The actual test is just a piece of paper with questions, but the student's ability to figure out how to answer these questions will play a large role in their success in the 21st-century workforce.
In the video it is stated, “Assessments often get a bad rap, this is because some people often believe it is good to teach to the test and not teach to the individual student (Koschmeder, 2012)”. Differentiation should play a large role in the administration of assessments. In the past, the teacher would lecture and at the end of the unit, students took a test. Regardless of whether or not they mastered the material, they were given a grade and everyone moved on the next concept. Differentiated assessments change the dynamic and defend the quote above by diving instruction to the individual student and their needs. Teachers in a differentiated classroom give students an assessment before, during and after the learning takes place. This model drives instruction by showing the teacher actually what each student needs before the learning begins. The teacher has a clear picture of what the students already know and in turn what they still need to learn. The formative assessment, which takes place during the learning process gives the teacher the insight on how it is going. Are the students understanding? Do they need more clarification or the instruction in a different medium to understand? The formative assessment stage is the prime time to look for any barriers within students and find a way to overcome them so students can reach mastery. The summative assessment is the model that was used alone in most traditional past classrooms. It is the end of unit test. While the summative is still used, the difference is that when the pre and formative assessment are used, the summative becomes more meaningful as the students have already had the individualized instruction they need. My principal once told an exampl ...
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Home assignment II on Spectroscopy 2024 Answers.pdf
Vaasl 2014
1. Did Socrates Get it Wrong?
Making Connections through Student Questioning
VAASL Fall Conference
November 6-8, 2014
Roanoke, VA
Lori Donovan, NBCT
Instructional Specialist, Library Services
Chesterfield County Public Schools
lori_donovan@ccpsnet.net
2.
3. Socratic Teaching
● Socratic teaching focuses on giving students questions, not answers.
● Teacher models an inquiring, probing mind by continually probing into the
subject with questions [directed at students].
● A Socratic questioner (teacher) should:
a) keep the discussion focused
b) keep the discussion intellectually responsible
c) stimulate the discussion with probing questions
d) periodically summarize what has and what has not been dealt with
and/or resolved
e) draw as many students as possible into the discussion.
Paul, R., & Elder, L. (2007, April). Socratic Teaching. Retrieved June 16, 2014, from http://www.criticalthinking.org/pages/socratic-teaching/606
4. And what is wrong with this time honored
method?
8. So how do we move them to that stage?
By getting them to formulate their own questions
around a topic of study.
9.
10. Question Formulation TechniqueTM (QFTTM)
This technique helps
students learn how to
produce their own
questions, improve them,
and strategize on how to use
them.
11. USING STUDENT QUESTIONS
Students can use their questions for many purposes,
including the following:
➔ Conduct Research
➔ Reports
➔ Conduct Experiments
➔ Independent Projects
➔ Write Papers/Essays
➔ Group and Individual Projects
➔ Socratic Seminars/Debates
➔ Prepare for Presentations/Interviews
12. Teaching Multiple Thinking Abilities in One
Process
As students go through this process, they practice three fundamentally
important thinking abilities:
1. Divergent Thinking- the ability to generate a wide range of ideas and think
broadly and creatively
2. Convergent Thinking- the ability to analyze and synthesize information
and ideas while moving forward toward and answer or conclusion
3. Metacognition- the ability to think about one’s own thinking and learning
(15-16)
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
13. Steps in QFTTM Process
1. Question Focus (QFocus)
2. Rules for Producing Questions
3. Producing Questions
4. Categorizing Questions
5. Prioritizing Questions
6. Next Steps
7. Reflection
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
14. Steps in QFTTM Process
Teacher will prepare before students begin, review/relearn, or reflect:
● Develop a Question Focus (Q Focus)
○ Q Focus is a stimulus that can come in the form of a statement, a
visual or aural aid
○ Goal is to focus students’ attentions and stimulate them to ask their
own questions
○ Q Focus should be used to facilitate students’ divergent thinking and
designed with the teacher’s end goal in mind
● NOTE: a Q Focus is NOT a question!
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
15. Rules for Students Producing Their Own Questions.
○ Ask as many questions as you can.
○ Do not stop to discuss, judge, or answer
the questions.
○ Write down every question exactly as it is
stated.
○ Change any statement into a question.
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
17. Step 2: Improve Your Questions
Teacher Role
● Introduce a definition for closed-and
open-ended questions.
● Support students as the
categorize questions.
● Facilitate a discussion on the
advantages and disadvantages
of closed- and open-ended
questions.
● Support students as they work on
changing questions from one
type to another.
Student Role
● Review list of questions they
have produced.
● Categorize questions as closed-or
open-ended.
● Name advantages and
disadvantages of asking closed-open-
ended questions.
● Practice changing questions
from closed- to open-ended and
from open- to closed-ended.
18. Step 3: Prioritize the Questions
● The criteria for choosing priority questions should be
kept as simple as possible
● Basic instruction to students is Choose three questions
and should be influenced by what you want students to
start doing once they finish this process.
○ Choose the three most important questions
○ Choose the three questions you want/need to answer first.
○ Choose the three questions that most interest you.
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
19. Step 4: How are you going to use your questions?
Sample Uses of Student Questions: Beginning of
Unit/Class
● students as relevant questions to previous day’s work or upcoming work
● students generate questions to use as guides for reading
● students use questions to identify specific topics for research papers,
essays, experiments, and PBL assignments
● teacher uses student questions to assess prior knowledge and identify gaps
in information and understanding
● teacher uses student questions to shape or refine lesson plans for the next
day or entire unit
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
20. Step 4: How are you going to use your questions?
Sample Uses of Student Questions: Midunit or
Middle of Class
● students generate questions to shape their own homework assignments
● questions provide examples for teacher to review in prep for next stage of
unit
● students use questions to prepare for tests
● teacher uses student questions to assess what kinds of issues students are
addressing and what they are not and what students are or are not learning
● teacher references student questions from beginning of unit to show how
they are being answered through student work
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
21. Step 4: How are you going to use your questions?
Sample Uses of Student Questions: End of
Unit/Class
● students ask questions relevant to the class just concluded or any
upcoming work
● student questions help them to prepare for final reports, PowerPoint
presentations and write papers
● questions aid in final assessment and review of student learning
● teacher and students set new research agenda of student learning
● teacher references student questions from beginning of unit to show how
they have been answered through student work and works with students to
identify questions that still need answers.
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
22. Workshop Piece
DESIGNING THE QUESTION FOCUS (QFOCUS)
The Question Focus is the catalyst for students to generate their own
questions. The Q Focus should be directly related to the content you need to
teach and what they need to learn. You will need a Q Focus each time you use
the Question Formulation TechniqueTM.
Go through the step-by-step process to design a QFocus you can use to teach
your students to ask their own questions.
26. References
Iranian hostage crisis. Image. Bettmann/Corbis. (2014). In Pop Culture Universe: Icons, Idols, Ideas. Retrieved July 8, 2014, from
http://popculture.abc-clio.com/
Make Just One Change - Right Question Institute. (2014). Retrieved May 22, 2014, from http://rightquestion.org/make-just-one-change/
Paul, R., & Elder, L. (2007, April). Socratic Teaching. Retrieved June 16, 2014, from http://www.criticalthinking.
org/pages/socratic-teaching/606
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard
Education Press.
Rothstein, D., & Santana, L. (2011, September/October). Teaching Students to Ask Their Own Questions. Retrieved May 22, 2014,
from http://hepg.org/hel-home/issues/27_5/helarticle/teaching-students-to-ask-their-own-questions_507
The Rules for Producing Questions [Pdf]. (2014). Cambridge, MA: The Right Question Institute.
Teach Students to Ask Their Own Questions. (2014). Retrieved May 22, 2014, from http://rightquestion.org/education/