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How Students Learn: Thoughts from a Favorite Author - Faculty Focus | Faculty Focus - 1 views

  • When you are as old as I am, you come to accept that there are few new things under the pedagogical sun and there is a certain agelessness about many good teaching ideas.
  • “First, students learn best to the extent that they are actively involved with the material, in our case history, reading, interpreting, touching, listening to, feeling, role playing and manipulating it. Second, students learn best when they are confronted with a compelling human historical problem, decision, or personal question. It is best to put the problem into a larger context … that connects with problems, questions, and themes in their own lives. Third, learning occurs in a context of frequent and caring (or lovingly challenging) feedback and occasions for reflection, especially with others. Therefore, small groups. The fourth, and perhaps most important, principle is that every learner makes his or her own meaning by reworking prior learning and experiences in terms of new ones. This means we must find ways of connecting what’s already inside their heads with the concepts, ideas, themes, and yes, even the names, dates, and facts we want them to know.”

ORID - strategic questioning that gets you to a decision | PacificEdge - 2 views

  • O — Objective questions

    The O questions identify objective facts relevant to the topic. The key question is: what do we know about this?

  • R — Reflective questions

    The R questions are about how people feel about the topic. They are about subjective perceptions. The key question is: how do we feel about this?

  • D — Decisional questions

    Based on information coming from the three previous stages of questioning, this is the stage at which a decision is produced. The key question at the decisional stage is: What are we going to do?

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  • I — Interpretive questions

    These questions have to do with meaning. The key question of the interpretive stage is this: what does it mean for me/you/the organisation etc?

  • In all four sages, the phrasing of the questions and statements by the facilitator are critical to the maintenance of focused discussion.

    ORID - Objective Questions - What do we know?
                 Reflective Questions - How do we feel about this?
                 Interpretive Questions - What does it mean to me?
                 Decisional Questions - Where do we go from here?  What are we going to do about it?

Using Reading Prompts to Encourage Critical Thinking | Faculty Focus - 2 views

    • “Students can critically read in a variety of ways:

      • When they raise vital questions and problems from the text,
      • When they gather and assess relevant information and then offer plausible interpretations of that information,
      • When they test their interpretations against previous knowledge or experience …,
      • When they examine their assumptions and the implications of those assumptions, and
      • When they use what they have read to communicate effectively with others or to develop potential solutions to complex problems.” (p. 127)
  • The purpose of these reading/writing prompts is to facilitate personal connection between the undergraduate student and the assigned text. The prompts are simply questions used to orient students with a critical reading stance and to guide their thinking as they read.” (p. 128) Her goal in using the prompts is to help students identify the big ideas rather than just “mine” the text for facts and details. She’s not anti facts and details, but she thinks that’s mostly what students read for and the big ideas are what prompt the reflection and analysis typical of those who read deeply and think critically.
    • Identification of problem or issue—This “lens” is used to create a “need to know” viewpoint for readers. (pp. 129-130)

      • What problem is the author identifying? Who does the problem relate to?
      • For whom is this topic important and why?

      Making connections—These prompts helps students think critically about course content, what they are reading, and their own knowledge. The goal is to get students to integrate their experiences with what they are reading.

      • How is what I am reading different from what I already know? Why might this difference exist?
      • What new ideas are here for me to consider? Why am I willing or not willing to consider them?

      Interpretation of evidence—These prompts are best used when students have been assigned a case study, have viewed a video clip, or are reviewing each other’s work.

      • What inferences can I make from the evidence given in the reading sample?
      • What relevant evidence or examples does the author give to support his or her justification?

      Challenging assumptions—The goal of these prompts is to encourage students to identify and critique assumptions.

      • What kind of assumptions is the author making? Do I share these assumptions?
      • What information builds my confidence in the author’s expertise?
      • If the opportunity arose, what questions would I pose to the author?

      Making application—Here students are challenged to use what they have learned.

      • What advice could I add to this reading selection? On what basis do I give this advice?
      • Looking toward where I want to be in two years, what suggestions from the reading make the most sense to me?
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    • Taking a different point of view—Students develop critical perspectives when they are encouraged to consider diverse ideas.
    • What would I point out as important about this topic to others who either question or disagree with my point of view?
  • respond by asking clarifying questions
  • Tomasek instructs students not to worry about grammar, punctuation, or paragraph structure. What students are being asked to prepare is not a writing assignment,
  • When students submit their responses, the feedback provided is limited and the papers are not graded. However, Tomasek does keep track of students’ responses, seeing that they are doing the reading and responding thoughtfully.

Education World: Open-Ended Questions Stretch Learning - 0 views

  • In this article, I give examples of open-ended questions, explain what makes them so powerful, and offer some tips on how to use these questions to bolster children's learning.
    • Kaye Ortman Peters
      Straightforward tips on how to ask open-ended question in the classroom.
  • Children can tell when their teachers are genuinely interested in their ideas. If we're truly interested, over time children learn to trust that we really do want to know what and how they think.
  • When we fish for specific answers, children soon realize we're not really asking for their thoughts, knowledge, or perceptions, but for them to articulate our own. Many then stop thinking and become less engaged.
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  • open-ended questions -- those with no single right or wrong answer.

    Children's learning naturally loops through a cycle of wonder, exploration, discovery, reflection, and more wonder, leading them on to increasingly complex knowledge and sophisticated thinking. The power of open-ended questions comes from the way these questions tap into that natural cycle, inviting children to pursue their own curiosity about how the world works.

  • Open-ended questions show children that their teachers trust them to have good ideas, think for themselves, and contribute in valuable ways. The resulting sense of autonomy, belonging, and competence leads to engagement and deep investment in classroom activities.
  • Genuinely open up your curiosity about students' thinking. For open-ended questions to be effective, it's critical that we ask them with real curiosity about children's thinking.
  • first to clarify to myself the boundaries of what I wanted the children to think about, and then articulate these boundaries to the children. The resulting wording might have been "How could you use these colored pencils to draw or write something that shows what you know about butterflies?" This is still an open-ended question; it just has boundaries based on what I might see as appropriate options for a particular group of students.
  • Use words that encourage cooperation, not competition.
  • A simple rephrasing helps. Instead of "Who can tell me a good way to use the clay?" try "What are some good ways we could use the clay?" Replace "How can we make this graph the most beautiful?" with "What are some different ways to make this graph beautiful?"
  • Hmm. Why do you say that?
  • I was so wrong, thinking this student was going for "girly" pink when she was going for standing out.
  • I caught myself
  • encourage children's natural curiosity, challenging them to think for themselves, and inviting them to share their view of the world. The result: engaged learners who are motivated to learn and whose responses enlighten their classmates and their teacher.
Thomas Sagstetter

Socrative | Student Response System | Audience Response Systems | Clicker | Clickers | ... - 1 views

  • Socrative is a smart student response syste
  • smart student response system
  • Teachers control the questions and games on their laptop
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  • students respond and interact through their smartphones/laptops
  • Real Time Formative Assessment
    Great way to use mobile devices and computers in the classroom!
Kristin Gibbons

Classroom Response System - Clicker Free | Poll Everywhere - 0 views

    • Kristin Gibbons
      Educators use for Poll Everywhere
  • Poll Everywhere costs, on average, 90% less than hardware systems
  • Elicit diverse opinions when there isn't a correct answer
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  • Gauge student comprehension of material immediately
  • Assess last night's reading with a quick quiz
  • Encourage risk-taking with anonymous student responses
  • We put your students in control of their privacy
  • Every classroom can have it immediately
  • We did all of the hard work for you. Just plug and play
  • Voting and polling via cell phone or the web
    Poll Everywhere is a less expensive classroom response system using  students cell phones or computers rather than school purchased hardware.  I love the option to incorporate High School age student's love for their cell phones.  This technology would be great way to check comprehension and allow some thought provoking comments with anonymous responses
Gwen Nachman - 1 views

    • Dennis OConnor
      Here's an expanded list of response techniques. Should all of these be added to our class rubric?
    • Jennifer Steuck
      Yes. I belive there are many examples of all of these taking place on the various posts.
  • Suggested Techniques for Response :

    1. Expand on the topic.
    2. Provide a teaching story that illustrates the main idea.
    3. Offer a different perspective.
    4. Provide an online resource relevant to the topic (include a hyperlink).
    5. Offer a method you use in your classroom.
    6. Provide a summary of the ideas posted so far (good when you come late to the conversation).
    7. Ask a specific question (but avoid prompting yes or no answers).
    8. Ask an open ended (on topic) question.
    • Gwen Nachman
      I like these 2 lists and think they would be helpful to have near when writing! Good reminders of the goal.
      Can they be put on a floating sticky?
      I'm just learning how to do this!
    • Dennis OConnor
      Clever Idea Gwen. If you copy the techniques to your word processor and then paste them into one of these sticky notes you could do just that. Hmmm I tested this idea in D2L & Moodle and the stickies don't stick. However, Highlights and annotations do work in Moodle. (Although you can only share Moodle based notes with someone who is logged into the class.)
    Here's a blog post that expands a bit on the basic response techniques offered on our discussion self-evaluation-rubric,
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