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H DeWaard

Thinking in a White Room: My If/Then Statement about Infographics - 77 views

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    Two classroom inforgraphic posters to help students answer their own questions.
Wes Bolton

Visible Thinking Project - 107 views

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    Research-based strategies and protocols for building better thinking routines in students.
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    Research-based strategies and protocols for building better thinking routines in students.
Nigel Coutts

What questions shall we ask? - 11 views

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    A posting inspired by Patrick Rothfuss - 'It's the questions we can't answer that teach us the most. They teach us how to think. If you give a man an answer all he gains is a little fact but give him a question and he'll look for his own answers. That way, when he finds the answers they'll be precious to him, the harder the question, the harder we hunt, the harder we hunt the more we learn, an impossible question . . .'
Martin Burrett

Thought Questions - Asking the right questions is the answer. - 140 views

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    This site contains hundreds of fascinating images with thought-provoking questions. These are a great resource for class discussions and philosophy. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
anonymous

Harvard Education Letter - 126 views

  • When students know how to ask their own questions, they take greater ownership of their learning, deepen comprehension, and make new connections and discoveries on their own.
  • Typically, questions are seen as the province of teachers, who spend years figuring out how to craft questions and fine-tune them to stimulate students’ curiosity or engage them more effectively.
  • to introduce students to a new unit, to assess students’ knowledge to see what they need to understand better, and even to conclude a unit to see how students can, with new knowledge, set a fresh learning agenda for themselves. The technique can be used for all ages.
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  • ask as many questions as you can; do not stop to discuss, judge, or answer any of the questions; write down every question exactly as it was stated; and change any statements into questions.
  • for an open-ended thinking process.
  • The teacher begins this step by introducing definitions of closed- and open-ended questions.
  • “Choose the three questions you most want to explore further.”
  • Students will be asking all the questions. A teacher’s role is simply to facilitate that process. This is a significant change for students as well.
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    Mike and I have been using this in our classrooms for a few years and it has really made a difference...it helps to inspire learning.  
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