Questioning is the cornerstone to meaningful thinking, communication, learning and real-world problem solving. The art of its use in instruction is something you will continue to develop throughout your teaching career.
1. Summarize the sixteen characteristics of intelligent behavior in one sentence each (p. 83-85)
a. Drawing on Knowledge and Applying It to New Situations:
b. Finding Humor:
c. And so on...
2. Write a sample question for each of the five purposes for questioning. (p. 85-86).
3. Choose six of the guiding thinking and learning reasons and give me a rational of why you feel these are important. (p. 86)
4. There are eight types of question found on pages 87 and 88. Please write a question for each type.
a. Analytic Question:
b. Clarifying Question:
c. And so on...
5. Summarize the three levels of question in one sentence each and write an example of each using the key words given on pages 89 and 90.
a. Lowest Level: summary & sample question...
6. Define think time and give a rational as to why you feel this is important.
7. Choose six of the guidelines for implementing questioning (p. 92-95) and give me a rational as to why you feel these are important.
8. Why is it necessary to help students learn to ask questions?
#1.
ReplyDeletea. Drawing on Knowledge and applying it to new situations: Problem recognition, problem solving, and project-based learning are significantly important ways to help students develop skills in drawing on past knowledge.
b. Finding Humor: Humor liberates creativity and provides high-level thinking skills.
c. Creating, Imagining, and Innovating: All students must be encouraged to do and discouraged from saying “I can’t.”
d. Listening with understanding and empathy: Empathetic behavior nearly the exact opposite of egoism is an important skill for conflict resolution.
e. Managing Impulsivity: One reason that teachers should routinely expect a show of hands before a student is acknowledged to respond is to help students develop control over the impulsive behavior of shouting out in class.
f. Persisting: Persistence is staying with a task until it’s completed.
g. Remaining open to continuous learning: Intelligent people are in a continuous learning mode, always eager to learn and find new ways.
h. Responding with wonderment and awe: Effective teaching guides students into a sense of “I can,” and an expression of the feeling of “I enjoy.”
i. Striving for accuracy: Growth in this behavior is demonstrated when students take time to check their work, review the procedures, and hesitate to draw conclusions with only limited data.
j. Taking Responsible risks: Brainstorming strategies, divergent-thinking questioning, think-pair-share, cooperative learning, inquiry, and project-based learning can help develop intelligent behavior.
k. Thinking and Communicating with clarity and precision: Strive for clarity and accurate communication in both written and oral form.
l. Thinking about thinking (metacognition): Learning to plan, monitor, assess, and reflect on ones own are characteristics of intelligent behavior.
m. Thinking flexibly: This is the ability to approach a problem from “the side.” Or from a new angle, using a novel approach.
n. Thinking interdependently: Listening, consensus seeking, giving up an idea to work on someone else’s, empathy, compassion, leadership, cooperative learning, and altruism- those are behaviors indicative of intelligent human beings.
o. Using all senses: Students should be encouraged to use and develop all their sensory input channels.
p. Questioning and posing problems: Students should be encouraged to ask questions and then from those questions to develop a problem-solving strategy to investigate those questions.
#2.
a. To politely give instructions. Thomas, will you please cover all of the cadavers in the Anatomy lab.
b. To review and remind students of classroom procedures. Students there are too many people in this class not keeping their eyes on their own paper. Who can tell what the consequence is, that we decided on together, for students who do not keep their eyes on their own paper?
c. To gather information: Rachel, what are the names of the bones in the arm?
d. To discuss student knowledge, interests, or experiences. How many students here have visited a mortuary?
e. To guide student thinking and learning: Thomas what part of the test did you think was the hardest and while?
#3.
ReplyDeletea. Develop student thinking. I believe it’s important to ask questions that give you more than just a yes or no. A thoughtful answer should be displayed.
b. Develop appreciation. If students appreciate what they are learning and doing then they might put more effort, time, and thought into the topic also.
c. Diagnosis learning difficulty. If students are having problems with learning, then nothing is being accomplished as a teacher. Diagnosing the difficulty will also help keep the class going on track.
d. Encourage students. Encouraging students will help them trust in you more and in turn allow them to feel more comfortable with answering questions and participating.
e. Show agreement or disagreement. Acknowledging students either way will help them learn right from wrong at a younger age.
f. Provide review. I think reviewing allows students to bring back memories of prior information learned and will allow for an easier transition to new topics.
#4.
a. Analytic question: How could we improve the setup of our labs?
b. Clarifying Question: Joe, you answered yes to question 10, can you explain why you did?
c. Convergent-thinking question: What is the name of the organ that fluids filter through?
d. Cueing question: What do the lungs, esophagus, and pharynx have in common? If I said it dealt with the flow of something what would you say?
e. Divergent-thinking question: What can deer to safely make it through the winter?
f. Evaluation question: Would it be okay if they lengthened the hunting season?
g. Focus question: Who should be the next president of the U.S.?
h. Probing question: Why Darrin do you think it’s important to check people in our country of immigration papers.
#5.
a. Lowest Level: Questions are designed to solicit from student concepts, information, feelings, or experiences that were gained in the past and stored memory.
-What are the names of the different sections of the vertebrae from top to bottom?
b. Intermediate Level: Questions are designed to draw relationships of cause and effect, to synthesize, analyze, summarize, compare, contrast, or classify data. Thinking and questioning that involve processing of information can be conscious or unconscious.
-How are vertebrates and invertebrates similar? How are they different?
c. Highest level: These questions encourage learners to think intuitively, creatively, and hypothetically. Students are to use their imagination.
-Predict what the population of the deer population would be in 5 years if half of the corn in South Dakota didn’t grow the next 30 years?
#6. Think time is the pause you have after asking a question. It is very important to have think time so that students have time to process the question and think of the answer. Second many students know that if a teacher asks a question and doesn’t wait too long for the students to answer, then the teacher will just answer it instead. If a teacher waits long enough eventually a student will answer.
ReplyDelete#7.
a. Avoid bombarding students with too much teacher talk. Too much talking can for one bore students. Second if too many questions are asked at one time this could easily confuse the students. I think it’s important for teachers to ask questions and wait to give the student’s time to answer.
b. After asking a question, provide students with adequate time to think. I believe think time is very important so that students have time figure out the question. Also think time will push more students to answer instead of sitting there being bored.
c. Practice gender equality. If one gender is always getting the question then the other gender might not even pay attention to the question because they believe they will not be called upon.
d. Practice calling on all students. I think this is really important because all students in the classroom need practice with participating in class, being involved, and trying to improve their speaking and social skills by answering questions. Also again students not called on will become bored.
e. Require students to raise their hands and be called on. This helps keep the noise in the classroom down, just teaches the students common courtesy while also allowing them to participate.
f. Use strong praise sparingly. If it is used all the time it ends up not being a special reward for doing something great in class. Also strong praise could have the student believe then they don’t have to continue to learn or follow along with the lesson.
#8. Students who learn to ask questions are showing that they are using their brain, using their prior knowledge, and also show excitement and enthusiasm and willing to learn new topics.