Deeper Learning Through Questions - The Right Question. Teaching Metacognition to Improve Student Learning. Metacognition can be a word that gets in the way of students’ understanding that this “thinking about thinking” is really about their awareness of themselves as learners.
Most students don’t spend much time thinking about learning generally or how they learn specifically. In order to become independent, self-directed learners, they need to be able to “orchestrate” their learning. That’s the metaphor the National Research Council uses to describe planning for learning, monitoring it as it occurs, and then evaluating both what has been learned and how it was learned. Kimberly Tanner’s excellent article on “Promoting Student Metacognition” expands those three fundamental activities (planning, monitoring and evaluation) into a set of questions that students can use to begin to develop this awareness of themselves as learners. I worry a bit about giving students all these questions at once. 10 effective questioning methods for your Secondary school classroom. Questioning - Top Ten Strategies.
Hinge-Point-Questions.pdf. 101questions. Teachers toolbox - Professor John Hattie's Table of Effect Sizes. Hattie says ‘effect sizes' are the best way of answering the question ‘what has the greatest influence on student learning?
'. An effect-size of 1.0 is typically associated with: • advancing learners' achievement by one year, or improving the rate of learning by 50% • a correlation between some variable (e.g., amount of homework) and achievement of approximately .50. Ks3_module_questioning.pdf. Assessment_for_learning_info2.pdf. Educational Leadership:Using Assessments Thoughtfully:The Right Questions, The Right Way. It is perhaps the most familiar of all classroom routines: A teacher asks the class a question, several students raise their hands, the teacher selects one of those with a hand raised, the student gives a response, the teacher evaluates the student's response, and the cycle begins again.
Education researchers call it the standard classroom transaction model or just I-R-E (for initiation-response-evaluation). You will find this model played out it in the vast majority of classrooms in every country in the world. Teachers use this routine to assess where students are so that they can plan next steps. Yet just about every aspect of this scenario actually gets in the way of learning—and it doesn't provide enough information on what most students in the class know and need to learn. SSAT workshop. Clickers: Writing questions + Effective Facilitation. Make It Count: Providing Feedback as Formative Assessment. Providing students with feedback on written work can, at times, feel like a burden.
Dozens (perhaps even hundreds) of papers clutter your desk, and commenting on each is nearly impossible. Still, we know, both from our experiences and from research, that feedback is essential. John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, believes that feedback must be timely, relevant, and action-oriented. The good news, according to Hattie, is that "students want feedback just for them, just in time, and just helping nudge forward. " T&L Questioning. Questioning - Top Ten Strategies. How to move your lessons from good to outstanding. Where would I be without Twitter?
I have decided to elaborate on this AfL strategy, following this tweet from my @TeacherToolkit account on #ukedchat 3.11.11. The 20%: Questioning. This is Part One of a new 2-part blog exploring effective questioning in the classroom.In a previous post I talked about the Pareto Principle.
I suggested we should focus on improving the 20% of classroom strategies which research shows yield 80% of results. In other words, we should focus on practising those interventions which most expedite student progress.I have already written about the role feedback can play.Now I shall turn my attention to questioning… Questions are bread-and-butter stuff for teachers, a way of extending students’ learning, fostering a sense of curiosity, and assessing the progress being made (or not) by our students. But not all questions are equal… Cbs_askingeffectivequestions.pdf. Feedback for Thinking: Working for the Answer. We run the risk of giving the wrong kind of feedback for students, and it's not because we are bad people.
We love our students. We want them to be successful, and sometimes these desires can actually get in the way of a student truly learning. Take a typical situation of a math problem involving money. Bloom's Critical Thinking Questions to Use in Class. A Very Good List Featuring 40 Questions to Develop Students Reflective Thinking. 52MEU_QSC_Webinar_Slides2. It’s a Mistake Not to Use Mistakes as Part of the Learning Process. I recently heard a TED talk from Brian Goldman, a doctor who admits to having made mistakes.
In very emotional language, he describes some costly emergency room mistakes, and then makes a strong case for changing the way that the medical profession addresses such things. He believes that medicine will improve if doctors are free to discuss their mistakes, without judgment, allowing them to learn from each other. But, he continued, because doctors are judged by mistakes, they are too afraid to discuss them. Instead, they are often covered up, blamed on others, or ignored. Using Student-Generated Reading Questions to Uncover Knowledge Gaps. March 30, 2015 By: Erika G.
Offerdahl, PhD and Lisa Montplaisir, PhD in Educational Assessment, Effective Teaching Strategies Editor’s note: The following is an excerpt from Student-Generated Reading Questions: Diagnosing Student Thinking with Diverse Formative Assessments, Biochemistry and Molecular Biology Education, 42 (1), 29-38. The Teaching Professor Blog recently named it to its list of top pedagogical articles.
The Question Game: A Playful Way To Teach Critical Thinking. The Question Game by Sophie Wrobel, geist.avesophos.de The Question Game: A Playful Way To Teach Critical Thinking Big idea: Teaching kids to ask smart questions on their own A four-year-old asks on average about 400 questions per day, and an adult hardly asks any.
Our school system is structured around rewards for regurgitating the right answer, and not asking smart questions – in fact, it discourages asking questions. In A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas, Warren Berger suggests that there are three main questions which help in problem solving: Why questions, What If questions, and How questions. Regardless of the question, the question needs to be phrased openly and positively in order to achieve positive results – a closed or negative question only raises bad feelings against each other. Questioning – Top Ten Strategies. Asking Questions to Improve Learning.
When you prepare for class, office hours, and help sessions, compose specific questions that you will ask your students (or that you anticipate they will ask you). Doing so will help you increase student participation and encourage active learning. The strategies below will also help you formulate questions for exams and paper assignments.
Active learning extends beyond the classroom. When you ask questions in the classroom, you are modeling a process that students can and should use themselves; encourage your students to use the following questioning strategies to assess what they have learned, to develop their thinking skills, and to study for exams. General Strategies for Asking Questions When planning questions, keep in mind your course goals. Responding Effectively Wait for students to think and formulate responses. Why Ask “Open” Questions? 1. 6.ClassroomQuestioning.pdf. Workshop on Effective questioning techniques. Workshop: The Art of Questioning and Question making - School of TEFL. The workshop EFFECTIVE QUESTIONING will follow this agenda.
It will be in two parts. A) How you the teacher can ask questions more effectively. 5 Ways to Help Your Students Become Better Questioners. The humble question is an indispensable tool: the spade that helps us dig for truth, or the flashlight that illuminates surrounding darkness. Questioning helps us learn, explore the unknown, and adapt to change. That makes it a most precious “app” today, in a world where everything is changing and so much is unknown. And yet, we don’t seem to value questioning as much as we should. For the most part, in our workplaces as well as our classrooms, it is the answers we reward -- while the questions are barely tolerated. To change that is easier said than done.