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Scoop.it!
"What if you could design questions that engage students at this level in your classroom? What if you could do so without the burden of having to make the subject matter relevant or relatable to every single student? The secret to writing good questions or problems may surprise you. The key, according to Willingham, is to pose questions or problems that can be solved. That means questions or problems that are not too hard and not too easy, but just right. Think Goldilocks."
Beth Dichter's insight:
How do you teach students to write good questions (or how to ask good questions)? This post suggests that good questions have to be at the right level of difficulty and provides three tips that will help you and your students learn how to write good questions (and I suspect how to ask them as well). What are the three tips? 1. Shore up the students' prior knowledge 2. Lighten students' cognitive load 3. Un-situate students' learning Each of these tips is described in more detail int he post and some additional links are also provided. Teaching students how to question, either in writing or verbally, is a critical skill and this post provides some great ideas on ways to help students with the cognitive load so they are supported in the process. You might also want to check out the post Socrative Smackdown which has students learn discussion strategies, some of which are helpful with questions (and that is geared to students in grades 6 - 12). 
Scoop.it!
"What’s the key to effective learning? One intriguing body of research suggests a rather riddle-like answer: It’s not just what you know. It’s what you know about what you know. To put it in more straightforward terms, anytime a student learns, he or she has to bring in two kinds of prior knowledge: knowledge about the subject at hand (say, mathematics or history) and knowledge about how learning works. Parents and educators are pretty good at imparting the first kind of knowledge. We’re comfortable talking about concrete information: names, dates, numbers, facts. But the guidance we offer on the act of learning itself—the “metacognitive” aspects of learning—is more hit-or-miss, and it shows."
Beth Dichter's insight:
As teachers do we emphasize what we want students to learn, or do we focus on how they should go about learning and the necessary skills? This post focuses on these issues looking at current research. It also provides two sets of questions, one where "Students can assess their own awareness by asking themselves which of the following learning strategies they regularly use..." and the other "a series of proactive questions for teachers to drop into the lesson on a “just-in-time” basis—at the moments when students could use the prompting most." Another great article by Annie Murphy Paul that provides much food for thought.
Phil Turner's curator insight,
October 8, 2013 6:49 PM
A question of study rather than memorising ... how a student of a topic goes about constructing meaning and negotiating understanding. 
Mary Cunningham's curator insight,
October 13, 2013 12:13 PM
This is a great article about ensuring that students understand the mechanics of their own learning. |
Scoop.it!
Beth Dichter's insight:
Another great post by Annie Murphy Paul that provides information on why we should have students make predictions to help them become more involved in the learning process. The image above has some key points but more information is available in the post.
Scoop.it!
What does it mean when we say students need to be able to "tranfer" their learning? Grant Wiggins explores this in the post with a look at what it means to "know" something as opposed to "understand" and/or "apply" a specific piece of knowledge. Using the Pythagoreum Theorum as the example he walks us through these concepts and how they require students "to realize which specific prior learning is called for and apply it." He also states "If you can only recall and state something you don't really understand it...(you need) a Meaning Goal...and...(a) Transfer..."
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how to respond to great questions