Asking Powerful Questions

Asking Powerful Questions

ASKING POWERFUL QUESTIONS MIKE STEIN - INSTRUCTIONAL DESIGNER How do students learn? We do not learn from experiencewe learn from reflecting on experience. - (attributed to) John Dewey OBJECTIVES At the end of this workshop, I can: 1. Identify & address why students dont answer questions

2. Identify 15 techniques to help students reflect 3. Define & create HOT questions Asked students to share ideas and experiences with others whose backgrounds and viewpoints differ from their own Encouraged students to reflect on and evaluate what they have learned WHY DONT STUDENTS ANSWER QUESTIONS? http://edc.polyu.edu.hk/help/HELP_Answer.pdf

WHAT CAN YOU DO? Wait Cold call Rephrase the question Break the question down Display the question Give a lifeline WHAT CAN YOU DO? How long should you wait for students to answer after asking a question?

What should you do if you call on a student and they cant answer your question? What are the most important factors in establishing an academically safe classroom? How can you provide opportunities for non-native English speakers to participate? KEEPERS What are the main take-aways from this workshop so far? Whats the difference between

these two questions: 1. Do the questions you ask affect the way your students learn course content? 2. How do the questions you ask affect the way your students learn course content? OPEN VS. CLOSED QUESTIONS Are you Closed Why does

Do they Who is Open Closed Closed In what way Open

Where was Closed Which of the Closed What does Open Closed When have youClosed

How could Open OPEN VS. CLOSED Long Answer

Short Answer Perspective Factual Require Thinking Require Remembering Higher Order Thinking

Lower Order Thinking BLOOMS TAXONOMY OF LEARNING Judg e Summarize Higher order thinking skills Design Differentiate Use

Lower order thinking skills Identify Source Learn NC: http://www.learnnc.org/lp/pages/4719 Trick Questions! 1. Should you strive to ask ONLY higher order thinking (HOT) questions? What is the role of LOT questions? 2. Is Blooms Taxonomy linear? i.e. do you have to start at remembering and work

your way up through understanding and applying before being able to evaluate or create something? Whiteboard Stations 1. In groups, you will travel to each station and ANALYZE the question written there. DISCUSS which level of BT you think it falls under. 2. Then WRITE a related question using another level of BT (you can choose but try to vary your questions!). 3. Then when you hear the signal, MOVE to the left

to the next station and ANALYZE ALL questions there. DO NOT WRITE the answers, just questions! HOT Questions Recall 1. Who was the 16th president of the United States? 2.

How could you use the theory of relativity to describe how planets orbit the sun? Apply 3. Do you think Jack made the right choice by climbing up the beanstalk? Why or why not? Evaluate

4. How could you modify the development process of consumer goods to make it more efficient? 5. Can you explain why -10 is less than 3? 6. How would you categorize depression, schizophrenia,

and bipolar disorder? Create Understand Analyze Self Evaluation 1. What types of questions do you usually ask your classes? 2. What are you going to start doing or start doing differently now?

OBJECTIVES At the end of this workshop, I can: 1. Identify & address why students dont answer questions 2. Identify 15 techniques to help students reflect 3. Define & create HOT questions THANK YOU! Schedule a consultation with an instructional designer [email protected] or [email protected] Course design Confidential observations

Rubrics & assessment design Active teaching ideas Classroom orientations & technology training

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