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edX partnering with two Massachusetts community colleges to “Take the learning to the learners" from Harvard and MIT to community colleges.
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Identifying the “right” question or questions that you want the community to address is a critical issue for community engagement practitioners; whether working online or face-to-face...
A Simple Strategy for Teaching Students How to Think We believe that knowing how to ask questions is a foundational skill that is essential for all learning.
Students who ask questions, who ask good questions, and who can set and follow a line of inquiry will succeed at a far higher rate than those who either do not know how to formulate their own questions or simply fail to regularly generate their own questions.
A Simple Strategy for Teaching Students How to ThinkWe believe that knowing how to ask questions is a foundational skill that is essential for all learning. When teachers use our Question Formulation Technique™ (QFT™), students learn to ask their own questions.
Every week, I have the opportunity to engage in amazing conversations with students. Each time, I walk away thinking about how truly smart kids are. I am blown away by their thoughtfulness, insight, and potential. In this weeks lesson with first graders we talked about power of curiosity, and more specifically the power we hold as learners when we know how to ask the right question. .
How often do we teach students how to formulate good, in-depth questions? Use these 6 steps to help boost your students’ ability to ask better questions and drive their own learning.
Interest-based negotiation is a process that has proved to be effective in building on common experiences, focusing on interests and needs, and using a structured process of inquiry that leads to a deeper understanding of each person's viewpoint and learning while at the same time resolving issues, reaching agreement, and evolving a stronger relationship.
As trainers we often use Socratic direction to prove a point, using audience participation. The method of Socratic discussion is actually quite simple and bases itself on the prior knowledge of the learners. The trainer will usually ask a series of pointed questions to finally get to an "Aha!" moment. The mnemonic I use to describe the process of Socratic direction is KOPSA.
This video resonated with me due to discussions I watched unfold in my online course this past week. This term, my class is composed of a great mix of preservice and practicing teachers ranging from those doing student teaching to those who have been in the field for many years.
AP Economics teacher Riza Laudin facilitates frequent debates with her students on a variety of subject-area topics.
Why is it so important to doubt, question everything and not know?! Check out Socrates’ article on SingularityWeblog.com to find out.
Not knowing, just like other cases of being uncomfortable, is a great incentive for personal growth. Progress always comes at the point of resistance. Getting uncomfortable and willing to be uncertain, to not know, to ask questions, to err and to fail, is the best and only way to learn, grow, progress and move forward.
The ORID (Objective, Reflective, Interpretive, Decisional) method is a form of a structured conversation led by a facilitator.
The method was developed by the Institute for Cultural Affairs as a means to analyse facts and feelings, to ask about implications and to make decisions intelligently. It is a means of escaping the morass of maniacal meetings.
Study of 38 Public Universities and 28 Private Universities To Determine Faculty Emphasis onCritical Thinking In InstructionPrincipal Researchers: Dr. Richard Paul, Dr. Linda Elder, and Dr. Ted Bartell
By Jamie McKenzie:
"Each district should create a Questioning Toolkit which contains several dozen kinds of questions and questioning tools. This Questioning Toolkit should be printed in large type on posters which reside on classroom walls close by networked, information-rich computers.
Portions of the Questioning Toolkit should be introduced as early as Kindergarten so that students can bring powerful questioning technologies and techniques with them as they arrive in high school."
Few internet resources have stood the test of time as well as Jamie McKenzie's Questioning Toolkit. This is an essential resource for any online teacher seeking to understand discussion facilitation. ~ Dennis
Are your students too answer oriented? Are they pretty much convinced that there’s a right answer to every question asked in class? When preparing for exams, do they focus on memorizing answers, often without thinking about the questions?
Published on May 19, 2012 by TEDxTalks
Where did you learn to ask questions? Did you know the skill of asking questions is not used, shared and definitely not taught very well? Even worse, educators are given little training and often indirectly discouraged from spending time on teaching the skill. There's good news with a deceptively simple solution to the problem. Its called the Question Formulation Technique™ and you have a chance to learn and experience it!
Speaker Dan Rothstein is co-director of the Right Question Institute which had its first offices in Somerville. Dan and co-author, Luz Santana, wrote the book Make Just One Change: Teach Students to Ask Their Own Questions published by Harvard Education Press.Category:EducationLicense:Standard YouTube License
What would happen if the roles were flipped and students asked the questions?
That’s the premise of the Right Question Institute and a new book by its co-directors Dan Rothstein and Luz Santana. The book, Make Just One Change: Teach Students to Ask Their Own Questions, documents a step-by-step process to help students formulate and prioritize questions about nearly everything.
Using the fundamentals of set theory, explore the mind-bending concept of the "infinity of infinities" -- and how it led mathematicians to conclude that math itself contains unanswerable questions.
Lesson by Dennis Wildfogel, animation by Augenblick Studios.
View full lesson: http://ed.ted.com/lessons/how-big-is-infinity
Given the work that I do, I'm a sucker for skill lists. As our work worlds grow ever more complex and challenging, it seems that the skills themselves become more complex too. Increasingly, though, I've begun to believe that these...
While there are numerous ways in which Socratic Questioning can be effectively executed in the classroom, there are a set of principles, which guide a Socratic dialog. In this section, these principles are laid out in the form of directives.
Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational games and exercises via smartphones and tablets. Our apps are super simple and take seconds to load and run.
It's not about getting the right answers but rather, asking really good questions...
By Todd Henry
It’s bound to happen sooner or later. No matter how skilled you are and no matter how well you’ve prepared, you’re inevitably going to find yourself stuck on a tough problem without a clear path forward.
It’s tempting in these circumstances to keep your nose down and continue cranking on the problem. The problem with this method is that you may be digging yourself deeper into an existing rut.
Sometimes it’s valuable to have a set of questions at the ready to help you re-frame, shift, or view the problem through a different window.
“Students can critically read in a variety of ways:
When they raise vital questions and problems from the text,
When they gather and assess relevant information and then offer plausible interpretations of that information,
When they test their interpretations against previous knowledge or experience …,
When they examine their assumptions and the implications of those assumptions, and
When they use what they have read to communicate effectively with others or to develop potential solutions to complex problems.” (p. 127)
JOLT - Journal of Online Learning and Teaching
Lynn AkinAssociate ProfessorSchool of Library and Information StudiesTexas Woman’s UniversityDenton, TX 76204 USAlakin@mail.twu.edu
Diane NealAssistant ProfessorSchool of Library and Information StudiesTexas Woman’s UniversityDenton, TX 76204 USAdneal@mail.twu.edu
Research on online classes strongly identifies participation as a positive variable. Research on online teaching also reveals the time intensive practices involved with providing individualized attention and feedback. An online instructor must negotiate the balance between being responsive and managing time effectively. To that end, writing sound discussion questions, based on a model, is one way to invite and increase participation and maximize the time element. The CREST+ model, a model for writing effective online discussion questions, covers the cognitive nature of the question, the reading basis, any experiential possibility, style and type of question, and finally ways to structure a good question. This model encourages students to participate in online forum discussions, provides a template for new online faculty to use in creating effective discussion questions, and promotes a higher level processing of the material.
Keywords: Asynchronous discussions, constructivist learning, discussion forums, facilitated discourse, models, online community, online education, student engagement, instructor immediacy
Dr. Richard Paul defines the universal standards with which thinking may be "taken apart" evaluated and assessed. Excerpted from the Socratic Questioning Video Series from the Foundation for Critical Thinking.