Vaasl 2014
-
Upload
loridonovan -
Category
Education
-
view
122 -
download
1
description
Transcript of Vaasl 2014
![Page 1: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/1.jpg)
Did Socrates Get it Wrong? Making Connections through Student Questioning
VAASL Fall ConferenceNovember 6-8, 2014
Roanoke, VA
Lori Donovan, NBCTInstructional Specialist, Library ServicesChesterfield County Public [email protected]
![Page 2: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/2.jpg)
![Page 3: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/3.jpg)
● Socratic teaching focuses on giving students questions, not answers.● Teacher models an inquiring, probing mind by continually probing into the
subject with questions [directed at students].● A Socratic questioner (teacher) should:
a) keep the discussion focusedb) keep the discussion intellectually responsiblec) stimulate the discussion with probing questionsd) periodically summarize what has and what has not been dealt with
and/or resolved e) draw as many students as possible into the discussion.
Paul, R., & Elder, L. (2007, April). Socratic Teaching. Retrieved June 16, 2014, from http://www.criticalthinking.org/pages/socratic-teaching/606
Socratic Teaching
![Page 4: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/4.jpg)
And what is wrong with this time honored method?
![Page 5: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/5.jpg)
Nothing, But Often Our Students Wonder....
![Page 7: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/7.jpg)
![Page 8: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/8.jpg)
By getting them to formulate their own questions around a topic of study.
So how do we move them to that stage?
![Page 9: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/9.jpg)
![Page 10: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/10.jpg)
Question Formulation TechniqueTM (QFTTM)
This technique helps students learn how to produce their own questions, improve them, and strategize on how to use them.
![Page 11: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/11.jpg)
Students can use their questions for many purposes,including the following:➔ Conduct Research➔ Reports➔ Conduct Experiments➔ Independent Projects➔ Write Papers/Essays➔ Group and Individual Projects➔ Socratic Seminars/Debates➔ Prepare for Presentations/Interviews
USING STUDENT QUESTIONS
![Page 12: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/12.jpg)
As students go through this process, they practice three fundamentally important thinking abilities:
1. Divergent Thinking- the ability to generate a wide range of ideas and think broadly and creatively
2. Convergent Thinking- the ability to analyze and synthesize information and ideas while moving forward toward and answer or conclusion
3. Metacognition- the ability to think about one’s own thinking and learning (15-16)
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
Teaching Multiple Thinking Abilities in One Process
![Page 13: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/13.jpg)
1. Question Focus (QFocus)
2. Rules for Producing Questions
3. Producing Questions
4. Categorizing Questions
5. Prioritizing Questions
6. Next Steps
7. Reflection Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
Steps in QFTTM Process
![Page 14: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/14.jpg)
Teacher will prepare before students begin, review/relearn, or reflect:● Develop a Question Focus (Q Focus)
○ Q Focus is a stimulus that can come in the form of a statement, a visual or aural aid
○ Goal is to focus students’ attentions and stimulate them to ask their own questions
○ Q Focus should be used to facilitate students’ divergent thinking and designed with the teacher’s end goal in mind
● NOTE: a Q Focus is NOT a question!
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
Steps in QFTTM Process
![Page 15: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/15.jpg)
○ Ask as many questions as you can.○ Do not stop to discuss, judge, or answer
the questions.○ Write down every question exactly as it is
stated.○ Change any statement into a question.
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
Rules for Students Producing Their Own Questions.
![Page 16: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/16.jpg)
Q Focus
![Page 17: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/17.jpg)
Step 2: Improve Your Questions
Teacher Role● Introduce a definition for closed-
and open-ended questions.● Support students as the
categorize questions.● Facilitate a discussion on the
advantages and disadvantages of closed- and open-ended questions.
● Support students as they work on changing questions from one type to another.
Student Role
● Review list of questions they have produced.
● Categorize questions as closed- or open-ended.
● Name advantages and disadvantages of asking closed- open-ended questions.
● Practice changing questions from closed- to open-ended and from open- to closed-ended.
![Page 18: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/18.jpg)
● The criteria for choosing priority questions should be kept as simple as possible
● Basic instruction to students is Choose three questions and should be influenced by what you want students to start doing once they finish this process.○ Choose the three most important questions○ Choose the three questions you want/need to answer first.○ Choose the three questions that most interest you.
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
Step 3: Prioritize the Questions
![Page 19: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/19.jpg)
Sample Uses of Student Questions: Beginning of Unit/Class● students as relevant questions to previous day’s work or upcoming work● students generate questions to use as guides for reading ● students use questions to identify specific topics for research papers,
essays, experiments, and PBL assignments● teacher uses student questions to assess prior knowledge and identify gaps
in information and understanding● teacher uses student questions to shape or refine lesson plans for the next
day or entire unit
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
Step 4: How are you going to use your questions?
![Page 20: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/20.jpg)
Sample Uses of Student Questions: Midunit or Middle of Class● students generate questions to shape their own homework assignments● questions provide examples for teacher to review in prep for next stage of
unit● students use questions to prepare for tests● teacher uses student questions to assess what kinds of issues students are
addressing and what they are not and what students are or are not learning● teacher references student questions from beginning of unit to show how
they are being answered through student work
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
Step 4: How are you going to use your questions?
![Page 21: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/21.jpg)
Sample Uses of Student Questions: End of Unit/Class● students ask questions relevant to the class just concluded or any
upcoming work● student questions help them to prepare for final reports, PowerPoint
presentations and write papers● questions aid in final assessment and review of student learning● teacher and students set new research agenda of student learning● teacher references student questions from beginning of unit to show how
they have been answered through student work and works with students to identify questions that still need answers.Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
Step 4: How are you going to use your questions?
![Page 22: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/22.jpg)
DESIGNING THE QUESTION FOCUS (QFOCUS)
The Question Focus is the catalyst for students to generate their own questions. The Q Focus should be directly related to the content you need to teach and what they need to learn. You will need a Q Focus each time you use the Question Formulation TechniqueTM.
Go through the step-by-step process to design a QFocus you can use to teach your students to ask their own questions.
Workshop Piece
![Page 23: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/23.jpg)
![Page 25: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/25.jpg)
Resources from this session can be found at http://libguides.ccpsnet.net/qftor
Resources
![Page 26: Vaasl 2014](https://reader033.fdocuments.in/reader033/viewer/2022042700/5587b247d8b42a79408b4612/html5/thumbnails/26.jpg)
Iranian hostage crisis. Image. Bettmann/Corbis. (2014). In Pop Culture Universe: Icons, Idols, Ideas. Retrieved July 8, 2014, from
http://popculture.abc-clio.com/
Make Just One Change - Right Question Institute. (2014). Retrieved May 22, 2014, from http://rightquestion.org/make-just-one-
change/
Paul, R., & Elder, L. (2007, April). Socratic Teaching. Retrieved June 16, 2014, from http://www.criticalthinking.
org/pages/socratic-teaching/606
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard
Education Press.
Rothstein, D., & Santana, L. (2011, September/October). Teaching Students to Ask Their Own Questions. Retrieved May 22, 2014,
from http://hepg.org/hel-home/issues/27_5/helarticle/teaching-students-to-ask-their-own-questions_507
The Rules for Producing Questions [Pdf]. (2014). Cambridge, MA: The Right Question Institute.
Teach Students to Ask Their Own Questions. (2014). Retrieved May 22, 2014, from http://rightquestion.org/education/
References