Very useful to include when reviewing diff types of search tools and strategies.
This link has been bookmarked by 5 people . It was first bookmarked on 04 Aug 2008, by Ms. Stern.
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Anne RogersFrom fno.org
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04 Aug 08
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Students who have been taught to ask questions can use them to accomplish this immediate assignment and to lay the groundwork for doing research which begins with a question. The "go find out about it" research project can begin with students asking questions. Ask them: "What questions can you ask about how to do this assignment?" They may ask such things as:
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Very useful to include when reviewing diff types of search tools and strategies.
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SCAMPER is one set of questioning strategies that works well. Students can be taught to ask how to change an existing product, item or idea by asking how to Substitute, Combine, Add, (Modify, Magnify, Minify), Put to other uses, Eliminate, and Reverse (Eberle, 1972). SCAMPER tools are used on answers that we already have to questions, when we need a detour in our thinking to see something in a new way. It requires the suspension of judgment and a playful attitude. Many of the ideas will not lead anywhere, but they may add up to be more than the sum of their parts.
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The classroom climate is a key variable in the process of learning through questions.
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There are many alternatives to the "Are there any questions?" approach.
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Add Sticky NoteYou can convert most textbook-type questions into thought-provoking ones using the SuperThink strategies described in a book by that name (Davis, 1981, DandyLion Press). Return to Index
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Interesting and promising. What are SuperThink strategies? Will want to check out. Has anyone used them?
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Every student is asked to write an anonymous question
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pause during a lecture or discussion and ask students to formulate a question about the content just discussed
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here are many alternatives to the "Are there any questions?" approach. The classroom climate which promotes student thinking and questioning has students write down questions at the end of the period. Every student is asked to write an anonymous question that will be answered in writing or verbally the next day in class. Every student can write a question, because the teacher who cares about stimulating curiosity, teaches what is not knows as well as what is known. The combination has to produce questions in everyone! Another approach is to pause during a lecture or discussion and ask students to formulate a question about the content just discussed. After a moment to jot down questions individually, pairs of students compare questions and answer the questions. Interesting or unusual questions are shared with the whole group. The exercise should take 3 - 5 minutes and will help ensure understanding and involvement in the material.
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If a teacher desires student questions, they must be greeted with enthusiasm, a commitment of time and an unthreatening manner. As students begin to receive the rewards of asking questions, the phenomenon will occur with increased frequency and quality. If out goal is to teach people how to learn through passing on the best of what we already know, then our best hope is through nurturing curiosity and the tools to quench its thirst.
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But the key to climate is the attitude of teacher toward questions.
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