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Student question generation is a constructive strategy that enriches learning, yet is hardly practiced in higher education. The study described here presents a potential model for integratin Via Peter Mellow 
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Educators want their students to ask questions. Indeed, research has found that students only ask about 1/5th the amount of questions educators would like them to ask. Yet many educators report that it can feel like “pulling teeth” to get their students to ask questions, and other research has found that educators ask about two questions per minute while students ask about two questions per hour. Which students are the ones formulating two questions per hour? One study found that lower income students tend to pose fewer questions at school than their moderate-income counterparts, and another study found that lower achieving students tend to ask fewer questions than their higher achieving peers. Not only are students asking markedly fewer questions than the teacher and significantly fewer questions than teachers would like them to ask, some students are asking fewer questions than their fellow students. Via John Evans
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Your students have questions, but they rarely ask them—especially at the beginning of the semester. They feel awkward or embarrassed, or maybe it’s just inertia. Whatever the cause, the vast majority of student questions go unasked. For teachers, this is wildly frustrating because we can’t answer the questions they don’t ask (though some questions can be anticipated). In many cases, the unasked questions represent anxieties and uncertainties that negatively affect students’ performance in class and inhibits their learning. This is a particular problem in the sophomore composition class I teach. It has a reputation as a difficult class, so many students arrive intimidated and nervous. Via Elizabeth E Charles
Elizabeth E Charles's curator insight,
October 14, 2017 8:49 AM
This could be replicated online by getting students to post on a Padlet wall, or Google doc.
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This weekend was incredibly productive. Not only did I continue finishing my new front deck (yes, there is a math lesson in there) but I also learned about a really neat tool that stimulates curiosity, inquiry, critical thinking and collaboration while providing video feedback. I’m changing the course slightly with this post (what, not coding?!?) because I want to explore shifting pedagogy in how educators instruct, assess and evaluate student learning. Via John Evans
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Knowing how to formulate a good question -- and having the courage to ask it -- is a skill with profound social justice implications. Dan Rothstein and Luz Santana, founders of the Right Question Institute, first became interested in questioning techniques when they were working with parents in a low-income community. Parents told them they didn't participate in their children's education because they didn't know what to ask. Via Miloš Bajčetić
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Doug Lemov’s first book sold 800,000 copies, a teaching phenomenon. His new book has even more. Via Tom D'Amico (@TDOttawa)
María Dolores Díaz Noguera's curator insight,
January 15, 2015 1:16 PM
Por Que Es importante Hacer Preguntas ... Diez tendencias globales en la educación del siglo XXI | @scoopit via @juandoming http://sco.lt/...
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"Next gen tools provide meaningful ways teachers and students can explore, question, reflect and share–leading to Deeper Learning and blended and personalized opportunities for students. Here are 25 ideas for using next gen tools this year in your classroom." Via Beth Dichter
Beth Dichter's curator insight,
September 3, 2014 9:44 PM
Why would we want to use next gen tools in our classroom? One reason is they provide a richer experience for our students, richer content, potentially richer discussions, and more as well as the fact that these tools are often multi-disciplinary and multi-sensory. The 25 tools listed here address large parts of the curriculum as well as grade levels. Five are listed below. Click through to the post to learn more about them and twenty more. * PBS for Educators has many resources available. This post highlights three specifically: Point of View (which is geared to older students); SCI Girls (think STEM); and Daily News Story (as you probably guessed we are talking current events). * Big History Project goal is to develop a full curriculum for high school. At this point they have four key areas: the universe, or solar system and Earth, Life and Humans, with a total of seven "threshholds." * Do you want your students to publish work online? Consider checking out EduBlog, KidBlog and Blogger? Have fun exploring and teach your students (and yourself) some next gen tools! 
Tony Guzman's curator insight,
September 4, 2014 9:43 AM
Some great tools to consider for your classroom. 
Rosemary Tyrrell, Ed.D.'s curator insight,
September 4, 2014 4:20 PM
A useful list of top quality resources.
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"Most teachers and current textbooks offer varied approaches to the material to be learned so the teaching can be brain-compatible with the varied student learning styles. It is only logical that respect for these individual learning styles be incorporated into assessment forms." Via Beth Dichter
Christopher Resetar's curator insight,
February 13, 2014 12:00 PM
Like other comments on this scoop, I really like this article, especially items #1 and #2. I really like those options because they are unconventional options that I still think would provide an appropriate level of challenge for the students as well as provide an alternative form of just a simple pencil and paper exam. I think option #1 is more feasible for elementary school because it would allow students to work on skills that are more age appropriate like consolidation of information and looking for quality source material. 
Ruby Day's curator insight,
February 14, 2014 3:45 PM
Sounds like some great ideas to stimulate critical thinking 
Audrey's curator insight,
March 5, 2014 6:51 PM
All 5 assessment methods involves students leading the learning. Asking the students questions based on their reading of the topic helps their analytical skills and allows them to be in charge of their learning.
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Peg Gillard's curator insight,
October 27, 2013 9:51 PM
We are so far removed from inquiry based classrooms that curiosity is but a shadow. Students wait to be fed the learning, which isn't true learning if it is fed. True learning comes from asking our own questions and setting out on a quest to unravel the riddle we have created. 
Drora Arussy's curator insight,
October 28, 2013 4:10 PM
wonderful visual for the inquiry process - for educators and to share with students. |
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What's so important about asking students questions while teaching, and why is it so hard for teachers to do this consistently? What are some of the most time-efficient ways to check all students' understanding, and what's at stake when we fail to formatively assess students? Via Peter Mellow
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The Essential Fluencies are a solid foundation for effective modern learning. They cover all the bases of the skills students need for success beyond school. Developing these Fluencies in our students is a critical thinking journey in itself. That’s why you’ll find good questions at the heart of Essential Fluencies development. Via Elizabeth E Charles
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![Use These 5 Steps to Learn How to Ask Good Questions [Infographic] | Education 2.0 & 3.0 | Scoop.it](https://img.scoop.it/9Ig5e-RUbd2Bd5JiwjpP7Tl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
Learning how to ask good questions is a cornerstone of learning and living. It’s a practice we use every day. So much of our success in life depends on asking the right questions. So how do we actually do it? It’s easy when you have a solid process. Via John Evans, Jim Lerman, THE OFFICIAL ANDREASCY
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"Next gen tools provide meaningful ways teachers and students can explore, question, reflect and share–leading to Deeper Learning and blended and personalized opportunities for students. Here are 25 ideas for using next gen tools this year in your classroom." Via Beth Dichter, Rosemary Tyrrell, Ed.D.
Beth Dichter's curator insight,
September 3, 2014 9:44 PM
Why would we want to use next gen tools in our classroom? One reason is they provide a richer experience for our students, richer content, potentially richer discussions, and more as well as the fact that these tools are often multi-disciplinary and multi-sensory. The 25 tools listed here address large parts of the curriculum as well as grade levels. Five are listed below. Click through to the post to learn more about them and twenty more. * PBS for Educators has many resources available. This post highlights three specifically: Point of View (which is geared to older students); SCI Girls (think STEM); and Daily News Story (as you probably guessed we are talking current events). * Big History Project goal is to develop a full curriculum for high school. At this point they have four key areas: the universe, or solar system and Earth, Life and Humans, with a total of seven "threshholds." * Do you want your students to publish work online? Consider checking out EduBlog, KidBlog and Blogger? Have fun exploring and teach your students (and yourself) some next gen tools!
Tony Guzman's curator insight,
September 4, 2014 9:43 AM
Some great tools to consider for your classroom.
Rosemary Tyrrell, Ed.D.'s curator insight,
September 4, 2014 4:20 PM
A useful list of top quality resources.
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One of the take aways from the Curriculum Mapping Institute this past week was that it brought an upgrade to THE trusted KWL (Know, What to Know and Learned) Chart to the forefront. It seems a no b... Via Beth Dichter
Beth Dichter's curator insight,
April 23, 2014 9:57 PM
Not too long ago I posted an article that suggested we move from the KWL chart to the KWHL chart...and here is another post that suggests we make it more in-depth by adding the letters A and Q. What do all these letters stand for? K - What do I know? W - What do I want to know? H - How do I find out? L - What have I learned? A - What action will I take? Q - What new questions do I have? More in-depth discussions of these new letters are included in the post. 
Kate JohnsonMcGregor's curator insight,
April 24, 2014 8:43 AM
I love this idea - it fits beautifully with the concept of Inquiry-based learning and students assuming ownership of the research process - Yay ACTION! The idea that learning and research are ongoing - and active - is a key element to new learning models. Very exciting!
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I am teaching a class where I allow the students a set amount of time to draw out what they know about a subject. Today, the students did their pre-class work, then came to class, and we began to d... Via Beth Dichter
Beth Dichter's curator insight,
November 9, 2013 8:20 PM
Check out this infographic which focuses on scaffolding for deeper understanding. Mia MacMeekin has provided a nine step process. 1. Ask a question. 2. Present a mystery for students to solve. 3. Ask students to draw what they know. 4. Give students ample time to research the mystery. 5. Ask students to draw the mystery and the solution again. 6. Ask students to share their drawings with other students. 7. Ask students to pull their ideas together in one drawing. 8. Teacher patiently asks what if questions. 9. If students needs more information, send them back to step #4, and start over again until the outcome or objective is reached. MacMeekin notes that her students were engaged in the drawing/scaffolding phase of this and reached a deeper understanding than other classes had. It is also important to note that the ant is actually an analogy. To learn more click through to the post. 
Spice Wang's curator insight,
November 15, 2013 6:52 PM
How much time teachers would need this kind of problem-solving based scaffolding activity? When to use Thisbe kind of approach?
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Audrey's comment,
August 9, 2013 7:31 AM
I agree Teri. It encourages reading and encourages students to be in charge of their learning.
Audrey's curator insight,
August 9, 2013 7:39 AM
Using the Socratic process the educator is a tutor. The process encourages evaluative and analytical thinking. |
