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As students begin to suggest questions, it is essential that the teacher restrain judgmental cues. If is better to list questions without verbal or body language comments. Otherwise, students may play a game called "Please the Authority" instead of liberating their curiosity. This is a natural response to criticism whether it comes from the teacher or other students in the class. A key tool in eliminating criticism is brainstorming. The four rules of brainstorming:
1. all contributions are accepted without judgment;
2. the goal is a large number of ideas or questions;
3. building on other people's ideas is encouraged;
4. farout, unusual ideas are encouraged.
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Gerry SolomonJamie McKenzie. Detailed information on questioning, problem-solving, research projects, divergent thinking, etc.
Questioning inquiry researchprocess criticalthinking JamieMcKenzie
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If you ask many tantalizing and divergent questions in your classroom, your students are likely to model after your behavior for example, "What would have happened if Lincoln was shot in the first month of the war? Why did Lincoln only free the slaves in the rebel states? How did it feel to be a woman in the path of Sherman's army?"
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If on the other hand, they are used to information questions, they may ask, "Which states joined the Confederacy? What were the six main causes of the war? What happened at Shiloh? Who was the Union commander at Shiloh? When did the war end?"
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The four rules of brainstorming:
1. all contributions are accepted without judgment;
2. the goal is a large number of ideas or questions;
3. building on other people's ideas is encouraged;
4. farout, unusual ideas are encouraged.
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And why do we bother with a time-consuming activity like developing a typology of questions? Because once students have the labels, you can lead them to practice each type of question thoughtfully. You can show a film and ask each student to think of three "why?" questions to share with the class at its conclusion. You may assign a story to read and ask for three "inference" questions. Suddenly the students can reach into their questioning tool box and carefully select the saw for sawing and the plane for planing.
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Unlike many textbook publishers, reporters like to ask questions that flow from or stimulate curiosity, because unlike schools, televisions do not have captive audiences. A reporter will ask the victim how he or she is feeling, the rock star why he or she used drugs and the politician why he or she betrayed his or her constituents. Sometimes we are offended by the boundary lines of decency that curiosity compels these people to cross, so a recent rock song portrayed the phenomenon as "We love dirty laundry." We should expect considerably more sensitivity from our students, yet the model can work powerfully for us as we explore the issues surrounding any human event being studied in a classroom.
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Unlike answers, questions carry little risk because the activity has made it acceptable to identify what it is that you do not know.
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When questions are nurtured, admitting a lack of knowledge is rewarded. It is the first step in learning and problem-solving
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The more typical classroom activity involves concealing what it is that you do not know.
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Some questions deserve 10 seconds of thought. Others require days or even months. Great questions span centuries of human civilization (i.e., "why are we here?" "How do we know?" "Can we know?" "How can we know if we know?").
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Research into wait-time for American classrooms paints a distressing picture. Many teachers wait less than two seconds for the answer to each question and ask hundreds of questions per hour. These types of questions are generally recall questions demanding little thought.
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Joanne SchoenleI am in the process of developing good questions with students for a self selected topic for research.
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Lisa NocitaFILLING THE TOOL BOX
Classroom Strategies to Engender Student Questioningquestioning teaching thinking inquiry writing tools education
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Teach students that questions are like tools in a tool box. They would not pull out a screw driver to saw a board. Nor would they use a hammer to unscrew a bolt. Jobs require a choice to tool. Thinking requires a choice of questions. For most students who have never thought consciously about how they think or question, the thinking tools lie unassorted, unlabeled and unidentifiable in the bottom of the box. They tend to reach into the box and pull out the first tool (or question) that comes to hand (or Mind). This leads to hammering instead of sawing, planing instead of drilling.
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To introduce students to the idea of categorizing questions, bring in a tool box of tools and ask them to suggest how they might be organized in the toolbox based on what they do. An alternative manipulative activity is to ask students to sort colored shapes into categories based first on color, then on shape, then on both. For older students use figures with multiple characteristics, such as complex geometrical figures, or something familiar and interesting to them such as the latest movies - "Put the last five movies you saw into categories based on how you liked them, their subject matter, their general popularity, their style, their characters, their plot, or their related economic factors."
Primary students may begin with three or four types of questions. As they scan the questions generated at the beginning of a unit, they may come up with types such as "Fact Questions" and "Why Questions" and "Imagine Questions." Or they may find other names. It does not really matter, for the important thing is to start them thinking about questions. The more time you devote to thinking about questions, the more likely they are to discover new types of questions that do not fit nearly into their first typology. The class should then discuss the new type and agree upon the wisdom of including it.
In a similar fashion, middle school and secondary level students can create a typology around their own questions. The labels and types will probably be more complicated, but first efforts will also shift over time as they struggle with questioning.
As students' sophistication with labeling questions grows, it is fun to share the thinking of others in this area. Share Bloom's Taxonomy (1956) and Taba's strategies with your students. Ask them to critique these other models. Ask them to relate them to their own.
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Classroom Strategies to Engender Student Questioning
© 1986 by Jamie McKenzie, Ed.D.
and Hilarie BryceDavis , Ed.D. all rights reserved. -
memory and mastery, if it uses students' curiosity through questioning.
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e kinds of questions teachers generally ask around memory of facts and generalizations
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Thinking requires a choice of questions.
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act Questions" and "Why Questions" and "Imagine Questions." Or they may find other names. It does not really matter, for the important t
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Stacey SocholotukArticle by Jamie McKenzie.
Professional education teaching questioning inquiry research thinking for:booknerd64 for:megangraff for:thelibrarianedge
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Kathe SantilloClassroom strategies to engender student questioning.
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Sandra GassnerFrom Now On The Educational Technology Journal FILLING THE TOOL BOX Classroom Strategies to Engender Student Questioning © 1986 by Jamieson A. McKenzi
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