Chapter 3
Curiosity Playfulness Imagination Creativity Wonderment Wisdom Inventiveness Vitality Sensitivity Flexibility Humor Joy
Students apply school-learned knowledge to real-life situations Develop skills in drawing on past knowledge and applying that to new situations
Humor liberates creativity and provides high- level thinking skills, such as anticipation, finding novel relationships and visual imagery.
Never allow “I can’t” as a reason for not completing work. Encourage intrinsic motivation rather than reliance on extrinsic sources.
Some psychologists believe that the ability to listen to others, to emphasize with and to understand their point of view, is one of the highest forms of intelligent behavior.
Think before acting Think before shouting out an answer Wait your turn Raise your hand
Persistence is staying with a task and completing it.
Open to continuous learning Responding with wonderment and awe Striving for accuracy Taking responsible risks Communicating with clarity and precision Metacognition Flexibility Thinking interdependently Using all the senses
Posing good questions that lead to more questions Teaching for thinking Questioning Classifying Comparing and contrasting Concluding Generalizing Inferring
Give instructions To review/remind of classroom procedures Gather information Discover student knowledge, interests or experiences
Make curricular decisions/adjustments Develop appreciation Develop student thinking Diagnose learning difficulty Emphasize major points Encourage students Establish rapport Evaluate learning Give practice in expression Help student in metacognition
Help interpret materials Organize materials Drill and practice Review Show agreement/disagreement Show relationships Cause and effect
Yes and no answers Questions that begin with “What” Never ask a questions to deliberately embarrass a student Rhetorical questions
Analytic questions Used to analyze In what way… How might… How could we… Clarifying questions Used to gain more information Asking to elaborate Demonstrates an interest in student’s condition
Narrow questions Lower level of Bloom’s Simple answers, e.g., one word
Clues Do you remember… Does that give you a clue?
Open-ended Higher-order Require students to think creatively Do you think… Do you believe… How do you/did you decide…
Place a value on something or to take a stand. Should… Environmental questions Judgments of character
Gives clues to the main idea Should America encourage clear-cutting forest?
Similar to clarifying question Why do you think… based on a cognitive questions Prediction
Informal dialogues taking place in a natural, pleasant environment. Students are never told right answers Encouraged to decide what they think and why Focus on the questions, not answers Identify a problem, let students probe with their questions
Lowest level ◦ Gathering information ◦ Recall ◦ Knowledge and Comprehension Intermediate level ◦ Processing data ◦ Application and analyzing Highest level ◦ Synthesize and evaluate ◦ Think intuitively ◦ Hypothesize
Exercise 3.1
Plan questions ahead of time Vary the levels of questions State the question, allow for wait time, call on student Don’t talk too much ◦ Bird walking Wait time ◦ 2-7 seconds
Practice gender equity Practice calling on all students ◦ Leap-froging Require that students raise their hands ◦ Controls impulsivity ◦ Promotes fairness Practice students doing both question and answer Carefully gauge your responses to students’ answers ◦ Cultural, gender, socio-economic status Use strong praise sparingly
Recognize the problem Formulate a question about that problem Collect data Arrive at a temporarily acceptable answer
Help students learn the difference between asking questions that are descriptive and those that are comparative. Encourage students to ask questions about content. Avoid bluffing an answer to a question for which you do not have an answer.