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Questioning - Top Ten Strategies

Questioning - Top Ten Strategies
“Learn from yesterday, live for today, hope for tomorrow. The important thing is to not stop questioning.” – Albert Einstein Questioning is the very cornerstone of philosophy and education, ever since Socrates ( in our Western tradition) decided to annoy pretty much everyone by critiquing and harrying people with questions – it has been central to our development of thinking and our capacity to learn. Indeed, it is so integral to all that we do that it is often overlooked when developing pedagogy – but it as crucial to teaching as air is to breathing. We must ask: do we need to give questioning the thought and planning time something so essential to learning obviously deserves? Do we need to consciously teach students to ask good questions and not just answer them? Most research indicates that as much as 80% of classroom questioning is based on low order, factual recall questions. 1. 2. 3. 4. 5. Q1. 6. 7. 8. 9. 10. Added Extras: Like this: Like Loading... Related:  imlquestions

Dispositif d'appui au dialogue social Ce dispositif d’appui au dialogue social a pour objectif de restaurer des relations dans l’entreprise, améliorer le climat social. Il réalise un véritable coaching des relations collectives dans l’entreprise. Il est assez mal connu des salariés et chefs d’entreprises. Improductivité d’un conflit relationnelQuand et comment recourir au dispositif d’appui au dialogue socialIntervention du dispositif d’appui au dialogue social Improductivité d’un conflit relationnel Un conflit relationnel est improductif, alors qu’une relation sereine, normale est productive. Dans un conflit, les protagonistes se servent de l’objet comme d’une balle de ping pong donc le conflit est destructeur sur le contenu ( parfois il conduit l’entreprise à une impossibilité de fonctionner). Une relation improductive alimente la souffrance au travail. Signes d’une relation improductive Ce sont des signes qui orientent sur un conflit relationnel destructif : Fondements d’une relation improductive Outils du tiers facilitateur

Questioning The start of a new term is nearly upon us and I am going in revitalised due to a number of life changes. One aspect of getting back into the classroom and school environment is to listen to the great array of questions, challenges and responses I'll hear and be involved in. I love questioning and the potential depth to thinking it can generate. However far to often including in my own practice I prevent opportunities for taking the thinking deeper by posing a new challenge, problem to keep that engaging thrust of something new flowing in the room. This is good a trigger but like a gun firing the trigger too often at the same target can lead to the death of something. In this case deep thinking that challenges students. So how about a strategy. So what are the question Socratic circle questioning poses? It is a 6 step process: • clarify • challenge assumption • evidence for argument • viewpoints and perspectives • implications and consequences • question the question

Checklist de 44 conseils pour bien écrire pour le Web - bonnes pratiques de rédaction web Les titres 1. Prévoir impérativement un titre pour chaque page. Le titre sera : 2. - Entre 4 et 10 mots. - Idéalement, le titre devrait tenir sur une seule ligne. - Éliminez tous adjectifs, prépositions et adverbes non indispensables. 3. - Utilisez une taille de caractère supérieure à celle du corps du texte. - Proscrivez les italiques, le souligné ou les majuscules. - Placez le titre au-dessus de la zone centrale de la page. - Balisez le titre <h1>pour les moteurs de recherche. 4. - Utilisez un vocabulaire compréhensible par le public visé. - Décrivez le sujet et la valeur ajoutée de l'article (anticipation du contenu). - Rejetez les acronymes et autres sigles qui exigent un décodeur. 5. - Invitez à la lecture du contenu, à condition de rester explicite. - Vérifiez si une phrase avec un verbe ne rend pas le titre plus dynamique. - Envisagez les titres sous forme de questions. 6. - Évitez les effets rhétoriques, les jeux de mots, la ponctuation exclamative, l'emphase promotionnelle exagérée. 7. 8. 9.

Six Degrees of Kevin Bacon Six Degrees of Kevin Bacon is a parlor game based on the "six degrees of separation" concept, which posits that any two people on Earth are six or fewer acquaintance links apart. That idea eventually morphed into this parlor game, wherein movie buffs challenge each other to find the shortest path between an arbitrary actor and prolific Hollywood character actor Kevin Bacon. It rests on the assumption that any individual involved in the Hollywood, California, film industry can be linked through his or her film roles to Kevin Bacon within six steps. The game requires a group of players to try to connect any such individual to Kevin Bacon as quickly as possible and in as few links as possible. History[edit] The trio wrote a letter to talk show host Jon Stewart, telling him that "Kevin Bacon was the center of the entertainment universe" and explaining the game.[2] They appeared on The Jon Stewart Show and The Howard Stern Show with Bacon to explain the game. Bacon numbers[edit] Kevin Bacon

le moulleau : Fatras en bleu C’est en 19 . . . que Pauline Marchicourt, lassée de la vie parisienne, pose définitivement ses malles à Arcachon. Il faut lui reconnaître que ses dix dernières années dans la capitale comblées d’honneurs, de rencontres, d’évènements tous plus festifs les uns que les autres, lui avaient donné à penser sur la vanité de l’existence. Elle arriva donc anonymement au bord du bassin, bien décidée à se tenir éloignée du ramdam du Tout Paris avec lequel elle s’était décidé à couper définitivement.. C’était sans compter avec les amis qui la retrouvèrent, dans sa petite maison de l’arrière Moulleau, avenue Saint François Xavier, et qui aussitôt, s’invitèrent pour y renouveler les facéties et fêtes parisiennes. Mais Pauline tint bon et éconduisit les importuns. …Quelques temps. Quand Marcelle Chantal, qui avait acquis une belle et discrète propriété au Pyla découvrit que Pauline était à deux pas de chez elle, elle ne fit ni une ni deux, et débarqua. Marcelle Chantal Pauline dut vite renoncer à sa paix provinciale Gide, et

Making best use of exam questions I have written before about Diagnostic Questions. A good diagnostic question can reveal a lot about a student’s thinking. Many of the questions we have written for the York Science Project have drawn on research evidence to provide the alternative answers that students might select. When preparing diagnostic questions for GCSE classes there are two other rich sources of alternative answers that have been given by students – the Mark Scheme and the Report to Centres. Recently I spent some time with OCR GCSE Science teachers developing diagnostic questions in this way. Here is an example. This question part of question 2 on the OCR GCSE Science Gateway B711/02 (higher tier paper) in June 2012. In the Report to Centres the Principal Examiner for the paper wrote : “Just less than half the candidates gained the mark…… The most common correct answer was dehydration. The mark scheme for the question was this: Or you could put the answers into a confidence grid: Notice the headings for the columns.

10 Baker, R., Holloway, J., Thomas, P. W., Thomas, S., & Owens, M. (2004). Emotional processing and panic. Behaviour Research & Therapy, 42, 1271–1287.Article Google Scholar Behar, E., Alcaine, O., Zuellig, A. The 20%: Questioning Part 2 | M J Bromley's Blog This is Part Two of a new 2-part blog exploring effective questioning in the classroom. Part One is available here.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 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, as we learnt in Part One of this blog, not all questions are equal… So far we have looked at the art of asking questions: at what type of question to ask and how to deal with the answer. To improve the use of classroom dialogue, our classrooms have to become more interactive. 2. Click here to read Part One of this blog.

Questioning Toolkit Essential Questions These are questions which touch our hearts and souls. They are central to our lives. Most important thought during our lives will center on such essential questions. What does it mean to be a good friend? If we were to draw a cluster diagram of the Questioning Toolkit, Essential Questions would be at the center of all the other types of questions. All the other questions and questioning skills serve the purpose of "casting light upon" or illuminating Essential Questions. Most Essential Questions are interdisciplinary in nature. Essential Questions probe the deepest issues confronting us . . . complex and baffling matters which elude simple answers: Life - Death - Marriage - Identity - Purpose - Betrayal - Honor - Integrity - Courage - Temptation - Faith - Leadership - Addiction - Invention - Inspiration. The greatest novels, the greatest plays, the greatest songs and the greatest paintings all explore Essential Questions in some manner. Why do we have to fight wars?

Effective Starters in Maths Lessons | f(maths) I’ve been experimenting with a few different approaches to starters in lessons recently, prompted by my year 11 groups revision, and thought I would sum up what I’d found. Before I do start though I think it’s important to point out that I only have double lessons (2×50 mins) so some of this may have to be adapted or modified to fit your lessons, as I don’t have any problems taking 15 minutes on a starter if it’s worth the time, but in a single lesson there wouldn’t be the same flexibility for time. I have been trying 3 different types of starter mainly; those recapping the previous lesson/unit, those that lead directly into the lesson being taught and those that aren’t directly linked to the current or any recent lesson. There are occasions where the first 2 will overlap, but this is unavoidable to a large extent. Recap Starters Look Ahead Starters None of the Above What I did was to put together 10 questions on the same 10 topics every lesson and vary the numbers. Like this:

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