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7 Strategies To Help Students Ask Great Questions - TeachThought PD

7 Strategies To Help Students Ask Great Questions - TeachThought PD
Bring TeachThought Professional Development To Your School! 7 Strategies To Help Students Ask Great Questions by Terry Heick Questions can be extraordinary learning tools. A good question can open minds, shift paradigms, and force the uncomfortable but transformational cognitive dissonance that can help create thinkers. In education, we tend to value a student’s ability to answer our questions. The latter is a topic for another day, but the former is why we’re here. 8 Strategies To Help Students Ask Great Questions 1. The TeachThought Learning Taxonomy is a template for critical thinking that frames cognition across six categories. It imagines any learning product, goal, or objective as a “thing,” then suggests different ways to think about said “thing”–mitosis, a math formula, an historical figure, a poem, a poet, a computer coding language, a political concept, a literary device, etc. 1. 2. 3. 4. 5. 6. A literary device–a metaphor example, is usually studied in isolation. The upside? 2.

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Competing Facts Are a Fact of Life Image by David Mulder, creative commons "Alternative facts" have gotten quite a bad rap lately, which — while understandable — is a shame. Because virtually any argument worthy of the name involves competing sets of facts. That's why it's an argument, not a hug-fest. And to pretend otherwise is actually counterproductive, especially if we want our students to be able to engage in constructive arguments. Self-Paced Learning: How One Teacher Does It Listen to my interview with Natalie McCutchen (transcript) With few exceptions, I would bet that most teachers feel they could be doing a better job of differentiating instruction. It’s not that we don’t want to do it—we know our students learn at different rates, that some need more help and others could be moving much more quickly than we let them. The problem for many of us is that we just can’t figure out how to manage it.

Brain Teasers And Games To Test Your Brain Here you can enjoy the Top 25 Brain Teasers, Games & Illusions that SharpBrains readers (primarily adults, but some younger minds too) have enjoyed the most. It is always good to learn more about our brains and to exercise them!. Fun experiments on how our brains and minds work Talking Across Divides: 10 Ways to Encourage Civil Classroom Conversation On Difficult Issues During the week of Oct. 3 to 7, we are posting a new Student Opinion question each day about five issues that are dividing Americans this election year. Those posts will remain open to comment until Election Day, and we invite teenagers from anywhere in the world to share their thoughts and reply to the thoughts of others. The challenge? We are asking them to consciously counter the tone and content of much of what is online around hot-button issues and, instead, model respectful dialogue that fosters understanding of other points of view. And we’ll be calling out our favorite conversations.

The Most Dangerous Phrase In Education The Most Dangerous Phrase In Education by Terry Heick I was speaking (tweeting) with Mark Barnes tonight, and he mentioned the idea of challenging existing forms and practices. 17 Ideas to Help Combat Learned Helplessness By Sarah Tantillo Recently I’ve been thinking about the ways in which we either inculcate or prevent learned helplessness in students. Some teaching practices help strengthen students’ self-efficacy, motivation and confidence, while others have the opposite effect. And the irony is that teachers might not even realize they are doing things that create this opposite effect. Here’s some useful advice, sharing ways to deter “learned helplessness.”

Nine Ways to Improve Class Discussions I once heard class discussions described as “transient instructional events.” They pass through the class, the course, and the educational experiences of students with few lingering effects. Ideas are batted around, often with forced participation; students don’t take notes; and then the discussion ends—it runs out of steam or the class runs out of time. If asked a few days later about the exchange, most students would be hard-pressed to remember anything beyond what they themselves might have said, if that.

The Thinker Builder: 9 Ways to Differentiate Your Whole Group Instruction Differentiating your instruction can be overwhelming. I get it. When you hear the word "differentiation" do you automatically start breaking your class into small groups? Or maybe you start scouring Pinterest for ways to differentiate the task students will do after you teach a lesson. What I want to share with you here are ways you can differentiate your whole group instruction... tailoring the teaching you do to your whole class so it better fits each of your student's needs. 5 Ways to Make Class Discussions More Exciting Classroom discussions have been a staple of teaching forever, beginning with Socrates. I have taught using discussions, been a student in discussions, and observed other teachers' discussions thousands of times -- at least. Some have been boring, stifling or tedious enough to put me to sleep. Others have been so stimulating that I was sad to see them end. The difference between the two is obviously how interesting the topic is, but equally important is the level of student participation. It's not enough for students to simply pay attention -- they need to be active participants to generate one of those great discussions that end far too quickly for both the teacher and students.

The Tyranny of Being On Task I remember when I was first teaching and was getting ready for my first official observation and evaluation. I was very nervous. My principal had told me she would be looking for a classroom where students were on task. Heaven forbid that any students were off task. I thought that if my classroom even hinted that some students were off task, I would never be a successful teacher, and perhaps told to leave the teaching profession. I now know that it is unreasonable to ensure complete on task behavior from every student at all times, but back then I wanted a good evaluation, and I wanted my students to be on task so that they would learn and I could support them.

Understanding by Design Part 2: Designing the Essential Questions - Learning Bird Value and benefits of questions Since Socrates, asking questions has been a hallmark of the teaching profession. Whether used to guide students through a lecture or to check for understanding on exams, questions are the primary mode of encouraging information transfer from instructor to student and from topic to topic.

Skills not Traits – Practical Theory [This post has its roots in a wonderful professional development sessions led by Matt Kay, SLA founding teacher and author of the upcoming book Loaded Conversations. Buy it when it comes out.] Think of the kid that frustrates you the most in your classroom or in your school. Teaching with Technology Collaboratory - Improving the Use of Discussion Boards Considerable research indicates that the effective use of discussion boards results in... Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: Effective strategies for moderators. Atwood Publishing: Madison, WI. Eklund, J., & Eklund, P. Integrating the web and the teaching of technology: Cases across two universities. (1996).

Professional Learning & Leadership Development One that hasn't already been answered Higher level questions which get at explanations, reasons, relationships. "How does...?", "What happens when...?" Not "Yes-No" question Everyday language; avoid jargon Not too lengthy; concise; doesn't have to include everything you're thinking Something manageable; can complete it Something do-able (in the context of your work) "Follow your bliss"; want to feel commitment to the question; passion Keep it close to your own practice; the further away you go, the more work it is Should have tension; provides you an opportunity to stretch Meaningful to you; provides you a deeper understanding of the topic Question leads to other questions

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