Many students learn to play the game and give back to the teachers what their teachers want to hear without really comprehending what it is they repeating. One educator calls this inert knowledge. Others call it 'fragile', 'trivial', or 'ritual'.Research shows that the 'prior knowledge' students bring to any learning situation has been shown hard alter. Many teachers are unaware of their students prior views ignoring educationalist David Ausabel’s advice ‘ascertain what the learner knows and teach accordingly’. All too often the more teachers’ teach the more students’ curiosity, the key to learning at any age, is lost. Consider who asks all the questions in class.
"The average five-year-old asks 65 questions per day, most of them starting with "why." The average 44-year-old manager only asks six questions per day; most of them starting with "when," "where," or "how much."
The number of questions we ask per day doesn't increase until retirement. Why retirement? Because that's when we start asking, "Where are my keys?" and "Why did I walk into this room?"
In this animated three-minute video, Chic Thompson the author of What a Great Idea!, will help you "jump start" your question asking ability."
A higher-order thinker is a critical thinker. What are the attributes of a critical thinker? In The Miniature Guide to Critical Thinking Concepts and Tools, Richard Paul and Linda Elder describe a well-cultivated critical thinker as someone who: raises vital questions and problems, formulating them clearly and precisely;gathers and assesses relevant information, using abstract ideas to interpret it effectively; comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;thinks open-mindedly within alternative systems of thought, recognizing and assessing their assumptions, implications and practical consequences as need be; andcommunicates effectively with others in figuring out solutions to complex problems.
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner.
How Deductive Thinking Can Drive Student-Designed Research by Jane Healey, Ph.D. I specialize in an odd subject—research. I teach students to select a subject area, pick a topic, craft a question, design a prospectus, follow through...
I wanted students to be able to funnel their interests into a more authentic academic experience so that they could learn about what they want to learn about and become empowered as researchers, both casually and formally.
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