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Nigel Coutts

Asking Why and Why and Why - The Learner's Way - 1 views

    As children, we ask "Why?" a lot. It is a part of childhood, that special time when the many forces acting upon our cognitive development converge around a singular desire to ask "Why". It becomes the central focus of our conversational style, an incessant exclamation into the void which tests the patience of any nearby adult. But asking "Why" offers so much more.

Questioning as Facilitating Strategies in Online Discussion - 0 views

    Research article on the importance of questioning in online facilitation.
Dennis OConnor - 3 views

    Printer Friendly version of Penn State's Crafting Questions for discussion. 
Sue Hebson

Bloom's Taxonomy questioning - 1 views

    Click on left side to get to Bloom's taxonomy questioning guide. Specific prompts that lead to questions at all levels of thinking
Maggie Rouman

The Art of Facilitation - 5 views

  • 'The novice teacher shows & tell incessantly;

    The wise teacher listens, prods, challenges

    and refuses to give away the right answer.

    Ideally, students remember what they have learned

    Not what the teacher told them."

  • Seven conditions facilitating adult learning
  • 1st condition : Participation of adult learners
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  • 2nd condition :'Definition of their personal objectives
  • 3rd condition : Tolerating divergent options and a diversity of ideas
  • 4th condition : The right to make mistake
  • Techniques for effective listening
  • 6th condition : Self-esteem and respect
  • 7th condition : Acceptance of individuality
  • The art of listening
    • Good listening helps in many ways. It

      • Acknowledges the presence & experience of the learner
      • Shows the learner that you appreciate what they have to say
      • Encourages a climate of trust and openness
      • Encourages the learner to be more involved in the learning process
      • Helps the trainer to understand the learner's message, including the learner's feelings
  • 5th condition : Welcome openness
  • Paraphrasing
  • Reflection:
  • Use appropriate body language:
  • The art of questioning
  • What is more important is asking the right question, rather than giving the right answer" - Cicero
    • Characteristics of good questions

      Good questions in a learning environment are:-

      • Challenging
      • Brief
      • Clear
      • Relevant
      • Focused on major points only
  • Types of questions
  • Open question:
  • Closed question
  • Overhead question
  • Direct question:
  • Summary
    The art of instruction that strikes a balance between learning content and learning process is also referred to as the art of facilitation. "To facilitate" means "to make easy". The effective adult instructor has to be an effective facilitator. In other words, he/she has to be able to make the learning process easy; "easy" not in the sense of being simplistic, but rather in the sense of getting the trainees actively involved in the learning process.
    There is also a nice little section about questioning and listening.
Dennis OConnor

Faculty Emphasis on Critical Thinking in Instruction - 3 views

  • There were three major objectives in this study. The first was to assess current teaching practices and knowledge of critical thinking among faculty teaching in teacher preparation programs in California. The second was to identify exemplary teaching practices that enhance critical thinking. The third was to develop policy recommendations based on the results of the study. The study included 38 public colleges and universities and 28 private ones.

  • The concept of critical thinking and problem solving used in this study is "minimalist," that is, one which captures the essential dimensions of the concept reflected the following: its etymology and dictionary definition, major definitions and explanations in the literature, a brief history of the idea, major tests of critical thinking, and the basic values it presupposes.
    In-depth interviews were utilized to provide information on how faculty tend to think about critical thinking and the manner in which that thinking influences the design of their classes. Questions were designed to shed light on the extent to which students in teacher preparation programs in California are being taught in ways that facilitate skill in critical thinking and the ability to teach it to others.
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  • Some Policy Recommendations

    If it is essential for teachers to foster critical thinking, then it is essential for those who teach the teachers to have at least a baseline knowledge of the concept of critical thinking. Those who teach prospective teachers must be sufficiently well-informed about critical thinking not only to be able to explain it in a general way to their students, they must also regularly model instruction for critical thinking in their own classroom procedures and policies. The design of their classes must reflect an explicit critical thinking orientation, so that students not only systematically think through the content of their courses, but also come to see how the design of a course can require and cultivate critical thinking and thoughtfulness--or fail to do so.

    Study of 38 Public Universities and 28 Private Universities To Determine Faculty Emphasis on
    Critical Thinking In Instruction
    Principal Researchers: Dr. Richard Paul, Dr. Linda Elder, and Dr. Ted Bartell
Dennis OConnor

Part IV: The Culturally Sensitive Individualization of Services and Supports - 0 views

  • The concept of cultural reciprocity is rooted in the idea that people cannot be sensitive to cultural differences unless they are first aware of the cultural assumptions that guide their own thinking and behavior.
  • Cultural reciprocity:
  • Goes beyond awareness of differences to self-awareness.
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  • Has universal applicability
  • Aims for subtle levels of awareness of difference.
  • Avoids stereotypical solutions
  • Ensures that both families and personnel are empowered.
  • Step 1: Identify the cultural values underlying interpretations of the situations involving youth and families. The key to this step is to ask, “Why?”

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.
Kimberley Porteus

Types of Questions for On-Line Discussion | Penn State Learning Design Community Hub - 1 views

    • Dennis OConnor
      Understanding question types will help you craft powerful discussion prompts.  It's better to not to mix your question types in a single prompt.  Avoid creating an elaborate time consuming assignment. Instead work to get folks thinking about a specific aspect of the reading you reference. 
    • Kimberley Porteus
      A nice reminder of the types of questions to elicit online discussions...
    The site is a guideline to help create different types of questions.
    Reminder of types of questions for online discussions
Terry Whitmore

Bloom's Critical Thinking Questioning Strategies - 2 views

    A Guide to Higher Level Thinking
Margaret Mulqueen - Critical Thinking Model 1 - 0 views

    • Margaret Mulqueen
      This gives great definitions and questions for critical thinking. Make sure to let your cursor rest on each section of the chart because the definitions and questions will change in the righthand boxes.
    CT chart
Margaret Mulqueen

Taxonomy of Socratic Questions - 0 views

    • Margaret Mulqueen
      This gives teachers a template that they can share with students on how to ask higher order thinking questions in the classroom.
    Handout on how to ask questions
Nina Levine

A framework for designing questions for online learning - 6 views

    Muilenberg, L. & Berge, Z. (2000). A framework for designing questions for online learning, DEOSNEWS, 10, (2). Online source:
Dr. Jill Klefstad

The Art of Critical Thinking - 1 views

    This book mark includes search engines that provide abundant information about critical thinking. The resources include critical thinking articles, ideas for critical thinking lessons and strategies for teaching critical thinking.

Jen Pfeffer-Dittes

Teaching Critical Thinking through Online Discussions - 4 views

    Includes a succinct definition of "critical thinking" and helps to translate social-constructivist concepts into behavior.
    This brief article contains a list of Socratic questioning prompts that could be useful and outlines some discussion formats.
    This article addresses how online facilitators play a key role in promoting critical thinking among students in online learning. It also provides examples of questioning techniques that are helpful for online instructors.
Dr. Jill Klefstad

The Role of Socratic Questioning in Thinking, Teaching, & Learning - 0 views

  • Questions of assumption force us to examine what we are taking for granted
    • Dr. Jill Klefstad
      critical reflection
    If thinking is driven not by answers but by questions, then the quality of the question must be deep enough to prompt further questions. This site offers a set of principles which guide Socratic questioning. The example is helpful when beginning to formulate critical thinking questions.

Questioning Toolkit - 14 views

  • These are questions which touch our hearts and souls
  • Essential Questions would be at the center of all the other types of questions
  • probe the deepest issues confronting us
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  • Essential Questions are at the heart of the search for Truth.
  • offer the organizing focus for a unit
  • Most Essential Questions are interdisciplinary in nature. They cut across the lines created by schools and scholars to mark the terrain of departments and disciplines.
  • Many of us believe that schools should devote more time to Essential Questions and less time to Trivial Pursuit.
    New and different questioning skills added to your resume are always welcome - here are some to consider
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    On-line questioning
    Questioning Tools
    A resource to help create discussion questions
    Examples of effective questioning techics to expand learning
    great essential questions! Part of suggested reading for class that will readily apply to teaching!
    from The Educational Technology Journal
    Toolkit which contains several dozen kinds of questions and questioning tools.
    Module 3 - This guide from Penn State leads you through an excellent tutorial on how to use questions to promote critical thinking. *Study this resource. You'll be asked to apply these ideas to create your own discussion prompt. (Bookmark this site with Diigo!)
    McKenzie defines and provides examples for seventeen types of questions. As a facilitator it is your task to ask questions that deepen thinking and expand on essential ideas.
    From Now On - The Educational Technology Journal
    Questions are always important
    Use as a cluster diagram!
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