How to Create Deeper Student Learning Experiences Through Authentic Questions
How Your Teacher-Librarian Can Be An Ally When Teaching With Inquiry
How Helping Students to Ask Better Questions Can Transform Classrooms
How To Ease Students Into Independent Inquiry Projects
A Tech Tool Designed For Collaboration Online And Offline
How to Bring 'More Beautiful' Questions Back to School
Why It's Imperative to Teach Students How to Question as the Ultimate Survival Skill
For Students, Why the Question is More Important Than the Answer
Sponsored
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Used with the permission of the publisher, Corwin.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shanna Peeples\u003c/strong>\u003c/p>\n\u003cp>A favorite opening question of mine in designing professional development workshops for teachers is this: What do you struggle with the most as a teacher? And the answers are almost always the same:\u003c/p>\n\u003col type=\"1\">\n\u003cli>Students are apathetic, unmotivated, or disengaged.\u003c/li>\n\u003cli>Students don’t value education.\u003c/li>\n\u003cli>Parents aren’t supportive.\u003c/li>\n\u003cli>Kids don’t believe in themselves.\u003c/li>\n\u003cli>Kids are distracted by technology.\u003c/li>\n\u003c/ol>\n\u003cp>During a presentation for K–12 teachers, a man stopped me during the break to ask me when I was going to get to the point in the workshop where I talk about how spoiled kids are. “They need to understand that in the real world no one is going to care about their ideas,” he said. “Are you going to show us how to tell them that?”\u003c/p>\n\u003cp>No, I wasn’t.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Instead, I asked him if he felt ignored. “Do you feel like no one cares about your ideas? That you can’t make decisions for your classes and your students?” He stopped talking and just stared at me. It made me wonder: \u003cspan id=\"page14\" title=\"14\">\u003c/span>What if we’ve taken away our own efficacy as teachers by giving in to these assumptions about our students? If we really think this, then why aren’t we giving them opportunities to test their ideas in the real world? Why aren’t we setting up opportunities for work that requires real and sustained effort?\u003c/p>\n\u003cp>Maybe one of the reasons students are apathetic is that we’ve taken all of the choice away from them. Then, we get irritated and annoyed when they can’t “think on their own.” Too often as a teacher coach, I walk into classrooms where any 19th century student would feel at home: desks in rows, textbooks open on desks, the teacher at the front of the room talking. This classroom design is so familiar that it’s almost invisible; we accept it as the default setting for children’s learning.\u003c/p>\n\u003cp>\u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">\u003cimg class=\"wp-image-54405 alignright\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates.jpg\" alt=\"\" width=\"250\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates.jpg 727w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates-160x198.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>One of our basic human drives is connection. We want and need the company of others. Further, we become smarter by participating in social learning, according to Vygotsky’s social development theory. The theory emphasizes the importance of the learning environment in determining how children think and what they think about (Vygotsky, 1962/1986).\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This is especially true for adolescents whose developmental needs are centered around a need to discover who they are. If we’re not meeting these needs in our classrooms, then how are we any better than a screen on a phone or other device? When we encourage natural social behaviors, we are making ourselves and our learning experiences necessary and ourselves and our teaching difficult to replace with technology or scripts.\u003c/p>\n\u003csection id=\"s9781506391663.i136\" class=\"sect1\" title=\"What Happens When We Allow Questions Into Our Classrooms\">\n\u003cp class=\"title\">\u003cstrong>What Happens When We Allow Questions Into Our Classrooms\u003c/strong>\u003c/p>\n\u003cp>Allowing real curiosity—the kind that fuels philosophers, artists, scientists, historians, explorers, and innovators—is the most fundamental change we can make in our teaching practice. When we step back and allow students to step forward with their own inquiry, it throws a switch in their brains that changes everything. Encouraging students to cocreate their own learning by generating authentic questions grants them an intellectual power and an identity as meaning-makers.\u003c/p>\n\u003cp>\u003cspan id=\"page15\" title=\"15\">\u003c/span>The fastest way to engage anyone’s brain is to ask it a question, neuroscience says. Judy Willis, a neurologist and middle school teacher, explains that inquiry is like caffeine for kids’ brains. That’s because questions kick-start a process inside their heads that works like a kind of prediction machine. Once a question enters this system, the brain begins trying to resolve the uncertainty by formulating answers. The tension that comes from wanting to know if they’ve guessed correctly is immediately and powerfully engaging:\u003c/p>\n\u003cfigure>\n\u003cblockquote>\u003cp>Students’ curiosity, along with their written or verbal predictions, will tune their brains into the perfect zone for attentive focus. They are like adults placing bets on a horse race. Students may not be interested in the subject matter itself, but their brains need to find out if their predictions are correct, just as the race ticket holder needs to know if he holds a winning ticket. (Willis, 2014)\u003c/p>\u003c/blockquote>\n\u003c/figure>\n\u003cp>As teachers, we can use this information as a sort of neurological hack. If we carefully scaffold students’ questions in a way that points toward the content we need to teach, we can enlist their natural tendency to find answers into deeper learning experiences. These experiences then, in turn, develop their vocabulary; their speaking and listening skills; their writing skills; their reading; and, most importantly, their critical thinking.\u003c/p>\n\u003cfigure id=\"attachment_54403\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54403\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474.jpg\" alt=\"\" width=\"250\" height=\"346\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474.jpg 1311w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-160x222.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-800x1108.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-768x1063.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-1020x1412.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-867x1200.jpg 867w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Shanna Peeples \u003ccite>(Courtesy of Corwin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This idea was road tested during my year of service as National Teacher of the Year. In a special partnership with the U.S. Department of State, I visited the Middle East as an ambassador of American teaching. Traveling alone caused the kind of stress that kept my brainpower focused on finding my way around airports and adjusting to the realities of heightened security. This meant that I didn’t prepare for one of my first presentations like I normally would have. During times of uncertainty, familiar practices are strength, so I leaned on those that are bedrock for me: inviting students to share their questions.\u003c/p>\n\u003cp>Even though I’d never met them, the senior class at the American Jerusalem High School in Jerusalem was willing to play along. We gathered in an auditorium, and as I looked at the 200 assembled students, I felt a wave of insecurity wash over me. Seeing their interested faces was all the encouragement I needed to open the lesson the same way I did at my high school: sharing a personally meaningful question.\u003c/p>\n\u003cp>\u003cspan id=\"page16\" title=\"16\">\u003c/span>“Before I was a teacher, I was a reporter and I covered some really sad and scary things,” I told them. “And some of them, I don’t think I’ll ever forget—especially when they happen to children. I accept that bad things happen to good people. That’s just the way of the world. What I can’t seem to accept is when \u003ci>good\u003c/i> things happen to \u003ci>bad\u003c/i> people. Why do some people ‘get away with it’? Why are some people never made to answer for what they do to others? I don’t know that I’ll ever get a good answer, but it’s a question that haunts me. What about you? What are the questions that stay with you? What haunts you? Or makes you sad? Or makes you angry? Or just confuses you no matter how much you try to think about it?”\u003c/p>\n\u003cp>By this point, they were silent. I could see that they were considering whether or not to trust this strange woman from the United States.\u003c/p>\n\u003cp>“I’ve asked your teachers to give everyone a piece of paper. I’d love to know what your questions are,” I said. “What are the things you’ve kept inside you that you’ve been afraid to ask? Would you mind sharing them with me? If you want to, please write them on the paper.”\u003c/p>\n\u003cp>An engaged quiet settled over the room as they began writing. I exhaled. They were repeating the behavior I’d seen in my own classes.\u003c/p>\n\u003cp>What I’ve written here is version of my traditional opening for this lesson. Part of the reason the room gets quiet, I think, is because of a willingness to be authentic and vulnerable with my own questions. What I share with them are my own frustrations with the difficult nature of justice, which is also an engaging topic for teenagers.\u003c/p>\n\u003cp>After a few minutes, I stopped the students and asked who wanted to share. So many hands went up that the administrators were startled.\u003c/p>\n\u003cul>\n\u003cli>\u003ci>“Why is there so much intolerance in the world?”\u003c/i>\u003c/li>\n\u003cli>\u003ci>“Is it ever okay to tell a lie?”\u003c/i>\u003c/li>\n\u003cli>\u003ci>“Why do we equate money with success? Are there other ways to be successful?”\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>Their teachers were as surprised as I was. “We will definitely be talking about these in class today,” one of them told me. As I was leaving the \u003cspan id=\"page17\" title=\"17\">\u003c/span>school, an older teenage girl stopped me and said, “I just want to give you a hug and say thank you for listening to us.”When we worry that students want more technology or games or for our lessons to be more fun, maybe what they really need is just for us to \u003ci>listen\u003c/i> to them and trust the intellectual power inside them.\u003c/p>\n\u003csection title=\"What Happens When We Allow Questions Into Our Classrooms\">\u003c/section>\n\u003csection id=\"s9781506391663.i138\" class=\"sect1\" title=\"Starting With Your Own Questions\">\n\u003cp class=\"title\">\u003cstrong>Starting With Your Own Questions\u003c/strong>\u003c/p>\n\u003cp>The authenticity of your own questions are all you really need to get started in the process of inviting more authentic inquiry into your classroom. Everything you need is already there inside you. When I ask teachers to share their authentic questions with me—anonymously—I see that they have long-standing struggles that could connect to their students’ concerns:\u003c/p>\n\u003cdiv id=\"s9781506391663.i139\" class=\"speech\">\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Montana:\u003c/span>\u003cbr>\n\u003ci>“Why is it so hard to forgive and move on?”\u003c/i>\u003cbr>\n\u003ci>“Why is it so hard to listen to other people?”\u003c/i>\u003cbr>\n\u003ci>“Why do people/corporations treat the planet in such a crappy way?”\u003c/i>\u003c/p>\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Ohio:\u003c/span>\u003cbr>\n\u003ci>“If I died tomorrow, would I regret how much work has ruled my life?”\u003c/i>\u003cbr>\n\u003ci>“Am I being a good person?”\u003c/i>\u003cbr>\n\u003ci>“I have deeply loved and valued many beautiful places of the world—will they survive?”\u003c/i>\u003cbr>\n\u003ci>“Why do random shootings of innocent people happen? Who is next?”\u003c/i>\u003cbr>\n\u003ci>“Why is there so much intolerance in the world?”\u003c/i>\u003c/p>\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Texas:\u003c/span>\u003cbr>\n\u003ci>“Why can’t we value people for who they are and not devalue them because of how they look or what they believe?”\u003c/i>\u003cbr>\n\u003ci>“What will the future be like?”\u003c/i>\u003cbr>\n\u003ci>“How will the present trauma of so many students affect the brains of future generations?”\u003c/i>\u003c/p>\n\u003c/div>\n\u003cp>\u003cspan id=\"page18\" title=\"18\">\u003c/span>Reading these, I see the grounds of our common humanity. What’s more amazing than the fact that we share these ideas around the world is that young children wonder the same things. If we step back and make a space for students to speak and really listen to them, they will show us what is in their hearts and minds.\u003c/p>\n\u003cp>Justin Minkel, a second-grade teacher at a high-poverty school in Fayetteville, Arkansas, gave an opening to his students, during the first weeks of school, to share what they would ask the smartest person in the world.\u003c/p>\n\u003cdiv id=\"s9781506391663.i141\" class=\"general\">\n\u003cfigure>\u003cimg class=\"general\" src=\"https://jigsaw.vitalsource.com/books/9781506391632/epub/OEBPS/images/10.4135_9781506391663-fig1.jpg\" alt=\"Figure 1\">\u003c/figure>\n\u003cp>This reminded me of the cards my seventh-grade class turned in that first year.\u003c/p>\n\u003cdiv id=\"s9781506391663.i144\" class=\"general\">\n\u003cfigure>\u003cimg class=\"general\" src=\"https://jigsaw.vitalsource.com/books/9781506391632/epub/OEBPS/images/10.4135_9781506391663-fig2.jpg\" alt=\"Figure 2\">\u003c/figure>\n\u003c/div>\n\u003cp>Finally, all of the questions seem connected to this writing from Joseph, a young man I worked with in the night program who was transitioning out of jail where he served time for his involvement in a drive-by shooting. Not sure of how to assess his writing skills, I asked him if he would write down the thoughts and questions that haunt him, sadden him, and nag at him. In one furious burst, he wrote this:\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-54408 alignnone\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples-Figure-3.jpg\" alt=\"\" width=\"525\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-Figure-3.jpg 525w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-Figure-3-160x101.jpg 160w\" sizes=\"(max-width: 525px) 100vw, 525px\">\u003c/p>\n\u003cp>Your students are no different than these. If you give them time, space, and respect, they will stun you with their depth.\u003c/p>\n\u003cdiv id=\"s9781506391663.i147\" class=\"general\">\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"https://www.shannapeeples.com/about-us/\">Shanna Peeples\u003c/a> is the 2015 National Teacher of the Year and author of \u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">Think Like Socrates: Using Questions to Invite Wonder and Empathy Into the Classroom, Grades 4-12\u003c/a>. Shanna taught middle and high school English in low-income schools in Amarillo, Texas for fourteen years and is a doctoral candidate at the Harvard Graduate School of Education. Shanna is on Twitter at \u003ca href=\"https://twitter.com/ShannaPeeples\">@ShannaPeeples\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/section>\n\u003c/section>\n\n","blocks":[],"excerpt":"When teachers give students the space to pursue inquiry, kids can take more ownership of their own learning and generate authentic questions. ","status":"publish","parent":0,"modified":1568619138,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":2022},"headData":{"title":"How to Create Deeper Student Learning Experiences Through Authentic Questions | KQED","description":"When teachers give students the space to pursue inquiry, kids can take more ownership of their own learning and generate authentic questions. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54378 https://ww2.kqed.org/mindshift/?p=54378","disqusUrl":"https://ww2.kqed.org/mindshift/2019/09/16/how-to-create-deeper-student-learning-experiences-through-questions/","disqusTitle":"How to Create Deeper Student Learning Experiences Through Authentic Questions","path":"/mindshift/54378/how-to-create-deeper-student-learning-experiences-through-questions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">Think Like Socrates: Using Questions to Invite Wonder and Empathy Into the Classroom, Grades 4-12\u003c/a> copyright 2018 by Shanna Peeples. Used with the permission of the publisher, Corwin.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shanna Peeples\u003c/strong>\u003c/p>\n\u003cp>A favorite opening question of mine in designing professional development workshops for teachers is this: What do you struggle with the most as a teacher? And the answers are almost always the same:\u003c/p>\n\u003col type=\"1\">\n\u003cli>Students are apathetic, unmotivated, or disengaged.\u003c/li>\n\u003cli>Students don’t value education.\u003c/li>\n\u003cli>Parents aren’t supportive.\u003c/li>\n\u003cli>Kids don’t believe in themselves.\u003c/li>\n\u003cli>Kids are distracted by technology.\u003c/li>\n\u003c/ol>\n\u003cp>During a presentation for K–12 teachers, a man stopped me during the break to ask me when I was going to get to the point in the workshop where I talk about how spoiled kids are. “They need to understand that in the real world no one is going to care about their ideas,” he said. “Are you going to show us how to tell them that?”\u003c/p>\n\u003cp>No, I wasn’t.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Instead, I asked him if he felt ignored. “Do you feel like no one cares about your ideas? That you can’t make decisions for your classes and your students?” He stopped talking and just stared at me. It made me wonder: \u003cspan id=\"page14\" title=\"14\">\u003c/span>What if we’ve taken away our own efficacy as teachers by giving in to these assumptions about our students? If we really think this, then why aren’t we giving them opportunities to test their ideas in the real world? Why aren’t we setting up opportunities for work that requires real and sustained effort?\u003c/p>\n\u003cp>Maybe one of the reasons students are apathetic is that we’ve taken all of the choice away from them. Then, we get irritated and annoyed when they can’t “think on their own.” Too often as a teacher coach, I walk into classrooms where any 19th century student would feel at home: desks in rows, textbooks open on desks, the teacher at the front of the room talking. This classroom design is so familiar that it’s almost invisible; we accept it as the default setting for children’s learning.\u003c/p>\n\u003cp>\u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">\u003cimg class=\"wp-image-54405 alignright\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates.jpg\" alt=\"\" width=\"250\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates.jpg 727w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates-160x198.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>One of our basic human drives is connection. We want and need the company of others. Further, we become smarter by participating in social learning, according to Vygotsky’s social development theory. The theory emphasizes the importance of the learning environment in determining how children think and what they think about (Vygotsky, 1962/1986).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is especially true for adolescents whose developmental needs are centered around a need to discover who they are. If we’re not meeting these needs in our classrooms, then how are we any better than a screen on a phone or other device? When we encourage natural social behaviors, we are making ourselves and our learning experiences necessary and ourselves and our teaching difficult to replace with technology or scripts.\u003c/p>\n\u003csection id=\"s9781506391663.i136\" class=\"sect1\" title=\"What Happens When We Allow Questions Into Our Classrooms\">\n\u003cp class=\"title\">\u003cstrong>What Happens When We Allow Questions Into Our Classrooms\u003c/strong>\u003c/p>\n\u003cp>Allowing real curiosity—the kind that fuels philosophers, artists, scientists, historians, explorers, and innovators—is the most fundamental change we can make in our teaching practice. When we step back and allow students to step forward with their own inquiry, it throws a switch in their brains that changes everything. Encouraging students to cocreate their own learning by generating authentic questions grants them an intellectual power and an identity as meaning-makers.\u003c/p>\n\u003cp>\u003cspan id=\"page15\" title=\"15\">\u003c/span>The fastest way to engage anyone’s brain is to ask it a question, neuroscience says. Judy Willis, a neurologist and middle school teacher, explains that inquiry is like caffeine for kids’ brains. That’s because questions kick-start a process inside their heads that works like a kind of prediction machine. Once a question enters this system, the brain begins trying to resolve the uncertainty by formulating answers. The tension that comes from wanting to know if they’ve guessed correctly is immediately and powerfully engaging:\u003c/p>\n\u003cfigure>\n\u003cblockquote>\u003cp>Students’ curiosity, along with their written or verbal predictions, will tune their brains into the perfect zone for attentive focus. They are like adults placing bets on a horse race. Students may not be interested in the subject matter itself, but their brains need to find out if their predictions are correct, just as the race ticket holder needs to know if he holds a winning ticket. (Willis, 2014)\u003c/p>\u003c/blockquote>\n\u003c/figure>\n\u003cp>As teachers, we can use this information as a sort of neurological hack. If we carefully scaffold students’ questions in a way that points toward the content we need to teach, we can enlist their natural tendency to find answers into deeper learning experiences. These experiences then, in turn, develop their vocabulary; their speaking and listening skills; their writing skills; their reading; and, most importantly, their critical thinking.\u003c/p>\n\u003cfigure id=\"attachment_54403\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54403\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474.jpg\" alt=\"\" width=\"250\" height=\"346\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474.jpg 1311w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-160x222.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-800x1108.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-768x1063.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-1020x1412.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-867x1200.jpg 867w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Shanna Peeples \u003ccite>(Courtesy of Corwin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This idea was road tested during my year of service as National Teacher of the Year. In a special partnership with the U.S. Department of State, I visited the Middle East as an ambassador of American teaching. Traveling alone caused the kind of stress that kept my brainpower focused on finding my way around airports and adjusting to the realities of heightened security. This meant that I didn’t prepare for one of my first presentations like I normally would have. During times of uncertainty, familiar practices are strength, so I leaned on those that are bedrock for me: inviting students to share their questions.\u003c/p>\n\u003cp>Even though I’d never met them, the senior class at the American Jerusalem High School in Jerusalem was willing to play along. We gathered in an auditorium, and as I looked at the 200 assembled students, I felt a wave of insecurity wash over me. Seeing their interested faces was all the encouragement I needed to open the lesson the same way I did at my high school: sharing a personally meaningful question.\u003c/p>\n\u003cp>\u003cspan id=\"page16\" title=\"16\">\u003c/span>“Before I was a teacher, I was a reporter and I covered some really sad and scary things,” I told them. “And some of them, I don’t think I’ll ever forget—especially when they happen to children. I accept that bad things happen to good people. That’s just the way of the world. What I can’t seem to accept is when \u003ci>good\u003c/i> things happen to \u003ci>bad\u003c/i> people. Why do some people ‘get away with it’? Why are some people never made to answer for what they do to others? I don’t know that I’ll ever get a good answer, but it’s a question that haunts me. What about you? What are the questions that stay with you? What haunts you? Or makes you sad? Or makes you angry? Or just confuses you no matter how much you try to think about it?”\u003c/p>\n\u003cp>By this point, they were silent. I could see that they were considering whether or not to trust this strange woman from the United States.\u003c/p>\n\u003cp>“I’ve asked your teachers to give everyone a piece of paper. I’d love to know what your questions are,” I said. “What are the things you’ve kept inside you that you’ve been afraid to ask? Would you mind sharing them with me? If you want to, please write them on the paper.”\u003c/p>\n\u003cp>An engaged quiet settled over the room as they began writing. I exhaled. They were repeating the behavior I’d seen in my own classes.\u003c/p>\n\u003cp>What I’ve written here is version of my traditional opening for this lesson. Part of the reason the room gets quiet, I think, is because of a willingness to be authentic and vulnerable with my own questions. What I share with them are my own frustrations with the difficult nature of justice, which is also an engaging topic for teenagers.\u003c/p>\n\u003cp>After a few minutes, I stopped the students and asked who wanted to share. So many hands went up that the administrators were startled.\u003c/p>\n\u003cul>\n\u003cli>\u003ci>“Why is there so much intolerance in the world?”\u003c/i>\u003c/li>\n\u003cli>\u003ci>“Is it ever okay to tell a lie?”\u003c/i>\u003c/li>\n\u003cli>\u003ci>“Why do we equate money with success? Are there other ways to be successful?”\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>Their teachers were as surprised as I was. “We will definitely be talking about these in class today,” one of them told me. As I was leaving the \u003cspan id=\"page17\" title=\"17\">\u003c/span>school, an older teenage girl stopped me and said, “I just want to give you a hug and say thank you for listening to us.”When we worry that students want more technology or games or for our lessons to be more fun, maybe what they really need is just for us to \u003ci>listen\u003c/i> to them and trust the intellectual power inside them.\u003c/p>\n\u003csection title=\"What Happens When We Allow Questions Into Our Classrooms\">\u003c/section>\n\u003csection id=\"s9781506391663.i138\" class=\"sect1\" title=\"Starting With Your Own Questions\">\n\u003cp class=\"title\">\u003cstrong>Starting With Your Own Questions\u003c/strong>\u003c/p>\n\u003cp>The authenticity of your own questions are all you really need to get started in the process of inviting more authentic inquiry into your classroom. Everything you need is already there inside you. When I ask teachers to share their authentic questions with me—anonymously—I see that they have long-standing struggles that could connect to their students’ concerns:\u003c/p>\n\u003cdiv id=\"s9781506391663.i139\" class=\"speech\">\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Montana:\u003c/span>\u003cbr>\n\u003ci>“Why is it so hard to forgive and move on?”\u003c/i>\u003cbr>\n\u003ci>“Why is it so hard to listen to other people?”\u003c/i>\u003cbr>\n\u003ci>“Why do people/corporations treat the planet in such a crappy way?”\u003c/i>\u003c/p>\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Ohio:\u003c/span>\u003cbr>\n\u003ci>“If I died tomorrow, would I regret how much work has ruled my life?”\u003c/i>\u003cbr>\n\u003ci>“Am I being a good person?”\u003c/i>\u003cbr>\n\u003ci>“I have deeply loved and valued many beautiful places of the world—will they survive?”\u003c/i>\u003cbr>\n\u003ci>“Why do random shootings of innocent people happen? Who is next?”\u003c/i>\u003cbr>\n\u003ci>“Why is there so much intolerance in the world?”\u003c/i>\u003c/p>\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Texas:\u003c/span>\u003cbr>\n\u003ci>“Why can’t we value people for who they are and not devalue them because of how they look or what they believe?”\u003c/i>\u003cbr>\n\u003ci>“What will the future be like?”\u003c/i>\u003cbr>\n\u003ci>“How will the present trauma of so many students affect the brains of future generations?”\u003c/i>\u003c/p>\n\u003c/div>\n\u003cp>\u003cspan id=\"page18\" title=\"18\">\u003c/span>Reading these, I see the grounds of our common humanity. What’s more amazing than the fact that we share these ideas around the world is that young children wonder the same things. If we step back and make a space for students to speak and really listen to them, they will show us what is in their hearts and minds.\u003c/p>\n\u003cp>Justin Minkel, a second-grade teacher at a high-poverty school in Fayetteville, Arkansas, gave an opening to his students, during the first weeks of school, to share what they would ask the smartest person in the world.\u003c/p>\n\u003cdiv id=\"s9781506391663.i141\" class=\"general\">\n\u003cfigure>\u003cimg class=\"general\" src=\"https://jigsaw.vitalsource.com/books/9781506391632/epub/OEBPS/images/10.4135_9781506391663-fig1.jpg\" alt=\"Figure 1\">\u003c/figure>\n\u003cp>This reminded me of the cards my seventh-grade class turned in that first year.\u003c/p>\n\u003cdiv id=\"s9781506391663.i144\" class=\"general\">\n\u003cfigure>\u003cimg class=\"general\" src=\"https://jigsaw.vitalsource.com/books/9781506391632/epub/OEBPS/images/10.4135_9781506391663-fig2.jpg\" alt=\"Figure 2\">\u003c/figure>\n\u003c/div>\n\u003cp>Finally, all of the questions seem connected to this writing from Joseph, a young man I worked with in the night program who was transitioning out of jail where he served time for his involvement in a drive-by shooting. Not sure of how to assess his writing skills, I asked him if he would write down the thoughts and questions that haunt him, sadden him, and nag at him. In one furious burst, he wrote this:\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-54408 alignnone\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples-Figure-3.jpg\" alt=\"\" width=\"525\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-Figure-3.jpg 525w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-Figure-3-160x101.jpg 160w\" sizes=\"(max-width: 525px) 100vw, 525px\">\u003c/p>\n\u003cp>Your students are no different than these. If you give them time, space, and respect, they will stun you with their depth.\u003c/p>\n\u003cdiv id=\"s9781506391663.i147\" class=\"general\">\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"https://www.shannapeeples.com/about-us/\">Shanna Peeples\u003c/a> is the 2015 National Teacher of the Year and author of \u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">Think Like Socrates: Using Questions to Invite Wonder and Empathy Into the Classroom, Grades 4-12\u003c/a>. Shanna taught middle and high school English in low-income schools in Amarillo, Texas for fourteen years and is a doctoral candidate at the Harvard Graduate School of Education. Shanna is on Twitter at \u003ca href=\"https://twitter.com/ShannaPeeples\">@ShannaPeeples\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/section>\n\u003c/section>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54378/how-to-create-deeper-student-learning-experiences-through-questions","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_939","mindshift_20784","mindshift_1040","mindshift_797","mindshift_96","mindshift_20601","mindshift_20989","mindshift_21102"],"featImg":"mindshift_54411","label":"mindshift"},"mindshift_53417":{"type":"posts","id":"mindshift_53417","meta":{"index":"posts_1591205157","site":"mindshift","id":"53417","score":null,"sort":[1555912376000]},"guestAuthors":[],"slug":"how-your-teacher-librarian-can-be-an-ally-when-teaching-with-inquiry","title":"How Your Teacher-Librarian Can Be An Ally When Teaching With Inquiry","publishDate":1555912376,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This article was originally published by \u003ca href=\"http://journal.canadianschoollibraries.ca/classroom-inquirys-secret-weapon-the-teacher-librarian/\" target=\"_blank\" rel=\"noopener\">Canadian School Libraries\u003c/a>, a registered non-profit charitable organization dedicated to professional research and development in the field of the school library learning commons in Canada. It is republished here with permission.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>We teachers are constantly reflecting on our practice and professional growth. We want to make sure we are doing the best for our students despite the demands of constant assessment, unanticipated curricular changes and continually changing student needs and demographics. Combined with our own desire for excellence, this is so overwhelming. I’ve attended really inspiring professional development, only to figure out that teaching materials, specialized training and additional technology are out of reach for most school budgets. Where can teaching professionals go for support as we try to improve?\u003c/p>\n\u003cp>I have discovered rich support and learning in my own backyard when I have collaborated with my teacher-librarian. This \u003ca href=\"https://www.kqed.org/mindshift/38735/how-can-your-librarian-help-bolster-brain-based-teaching-practices\" target=\"_blank\" rel=\"noopener\">educational professional is often under-utilized\u003c/a> in a school environment. Many teachers see the librarian interact only with students, but they are invaluable resources for teachers as well.\u003c/p>\n\u003cp>Collaboration with a teacher-librarian creates a rich inquiry practice for classroom teachers that can easily be implemented with students. If we develop the habit of accessing this great resource as a regular class routine throughout the year, we will see the kind of progress and success we are looking for.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Have More Flexible Schedules\u003c/strong>\u003c/p>\n\u003cp>The librarian’s schedule and workday provide more flexibility so they can be available to help teachers. The door is open, why not come in? Also, it is my experience that teacher-librarians love having discussions with teaching colleagues–they get to play an active role in student progress and success. I have often stopped by the library unannounced, with the intention of just asking a quick question. What starts out as a two minute query ends up in a rich, inspiring discourse that goes well beyond \"a quick question.\"\u003c/p>\n\u003cp>Sometimes I have an underdeveloped idea for an inquiry project and I need a sounding board. How do I figure out a starting point? What will be our goal? What steps should we take to get there? How do I keep things student-centered? During our conversation, the teacher-librarian is willing to listen to me, assess my students’ needs, reflect on an array of resources and learning materials to support us, and then supply them in a timely and easy manner. They ask questions I hadn’t yet thought of, and they direct me toward objectives I had not previously considered. They want to make realizing my lesson goals as easy and seamless as possible.\u003c/p>\n\u003cp>This type of personalized help makes me feel supported when I sometimes feel like I’m teaching \"on an island.\" The Teacher-librarians' unique training gives them a way to assist me in my teaching goals and help me in ways I had not previously envisioned. The flexibility continues. As our inquiry work progresses, the teacher-librarian follows up with us, visiting our classroom to see how the work is coming along, asking questions, making observations, and offering up next steps of support. Students begin to see the teacher-librarian as a “learning partner” — a more authentic support of what’s happening in the classroom.\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Strengthen Support\u003c/strong>\u003c/p>\n\u003cp>As committed as I am to the inquiry method of learning, and though I have \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">published work to help teachers in the practice\u003c/a>, I still have areas of weakness. Mine in particular is the research component. This is where the teacher-librarian is a great partner. They develop a collaborative alliance with me and discover my teaching strengths and weaknesses objectively, without judgement. Because of their training, they have a knack of offering up just the right support in ways that lift up or elevate my teaching practice. They complement my instruction with their own when working with students to assist in the research phase of inquiry.\u003c/p>\n\u003cp>Teacher-librarians employ their unique expertise as they walk students through the learning library and demonstrate how to navigate databases and locate resources. They also sharpen research skills by helping students\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\" target=\"_blank\" rel=\"noopener\"> understand the validity of information\u003c/a> and evaluate it by recognizing bias and persuasion in various sources. This is difficult for both teachers and students to master. I have been so thankful to have teacher-librarians who offer help in this area that I find extremely challenging. It balances out the inquiry experience for my students and provides them (and me) with the support necessary to follow through with our big ideas and meet our learning goals.\u003c/p>\n\u003cp>\u003cstrong>A True Teaching Partner\u003c/strong>\u003c/p>\n\u003cp>The teacher-librarian is truly a second teacher in inquiry, an additional support for all of my students as we embark on more personalized learning structures and objectives. The more I include my teacher-librarian, the more I find that they are able to help students with inquiry: the collaboration becomes a powerful cycle of support that gains momentum and benefits the students, the teacher, and the culture of learning in the school.\u003c/p>\n\u003cp>Students can also visit the library to seek out support from the teacher-librarian on their own time outside of class, because they now see that person as \"in on the learning\" and someone who understands the inquiry and can provide support and help. The teacher-librarian knows the resources in the library, how to locate them, and how to empower students in this process. Students then become more competent independent researchers and learners themselves.\u003c/p>\n\u003cp>Just as I intentionally nurture a culture of inquiry that \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">gradually releases control over learning to the student\u003c/a>, so too does the teacher-librarian partner with the teacher in their support of the student. Now there is a collaborative team dedicated to meeting the needs of the students. Each learner has access to learning and materials based on their learning strengths challenges. The teacher-librarian also gets to know each learner’s topic and can help personalize inquiry much better than I could if I worked alone. The end result is a collaborative team that reinforces independent learning.\u003c/p>\n\u003cp>Teachers everywhere struggle with meeting student needs even though we have few resources. We also struggle with the breadth of our own learning and practice. \u003ca href=\"https://www.kqed.org/mindshift/40217/sir-ken-robinson-creativity-is-in-everything-especially-teaching\" target=\"_blank\" rel=\"noopener\">We have to get creative\u003c/a>. But what if a truly great resource is at our own school, right under our noses? A teacher-librarian is the ideal partner for inquiry – they are flexible and can make time for us and our students. They are a great sounding board to help inquiry projects take shape, make authentic progress and meet meaningful objectives. They build meaningful relationships with students and help them hone their inquiry skills while taking responsibility for their own learning.\u003c/p>\n\u003cp>Teachers do not need to teach \"on an island\" with little support when there is such a rich resource in the library–not just for us, but for our students as well. Teachers also don’t have to know everything about a practice from the start: they can learn with their students along the way. It will make them better teachers. Students do better in general when they have more adults on campus they know have concern for them. The teacher-librarian can become a valuable support for teacher practice and student academic growth, as well as their emotional health. Why not make use of this amazing school asset?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003cimg class=\"alignleft wp-image-50625\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Trevor-resized.jpg\" alt=\"\" width=\"250\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized.jpg 360w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-240x226.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. Trevor is the author of \u003cem>\u003ca href=\"https://www.trevormackenzie.com/dive-into-inquiry\" target=\"_blank\" rel=\"noopener\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>\u003c/em> as well as \u003cem>\u003ca href=\"https://www.trevormackenzie.com/inquiry-mindset\" target=\"_blank\" rel=\"noopener\">Inquiry Mindset: Nurturing the Dreams, Wonders and Curiosities of our Youngest Learners\u003c/a>\u003c/em>, co-authored with \u003ca href=\"https://twitter.com/rbathursthunt\" target=\"_blank\" rel=\"noopener\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teacher-librarians have the skills and knowledge to help classroom teachers deepen inquiry-based learning projects. You just have to ask.","status":"publish","parent":0,"modified":1555912376,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1312},"headData":{"title":"How Your Teacher-Librarian Can Be An Ally When Teaching With Inquiry | KQED","description":"Teacher-librarians have the skills and knowledge to help classroom teachers deepen inquiry-based learning projects. You just have to ask.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53417 https://ww2.kqed.org/mindshift/?p=53417","disqusUrl":"https://ww2.kqed.org/mindshift/2019/04/21/how-your-teacher-librarian-can-be-an-ally-when-teaching-with-inquiry/","disqusTitle":"How Your Teacher-Librarian Can Be An Ally When Teaching With Inquiry","nprByline":"Trevor MacKenzie","path":"/mindshift/53417/how-your-teacher-librarian-can-be-an-ally-when-teaching-with-inquiry","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This article was originally published by \u003ca href=\"http://journal.canadianschoollibraries.ca/classroom-inquirys-secret-weapon-the-teacher-librarian/\" target=\"_blank\" rel=\"noopener\">Canadian School Libraries\u003c/a>, a registered non-profit charitable organization dedicated to professional research and development in the field of the school library learning commons in Canada. It is republished here with permission.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>We teachers are constantly reflecting on our practice and professional growth. We want to make sure we are doing the best for our students despite the demands of constant assessment, unanticipated curricular changes and continually changing student needs and demographics. Combined with our own desire for excellence, this is so overwhelming. I’ve attended really inspiring professional development, only to figure out that teaching materials, specialized training and additional technology are out of reach for most school budgets. Where can teaching professionals go for support as we try to improve?\u003c/p>\n\u003cp>I have discovered rich support and learning in my own backyard when I have collaborated with my teacher-librarian. This \u003ca href=\"https://www.kqed.org/mindshift/38735/how-can-your-librarian-help-bolster-brain-based-teaching-practices\" target=\"_blank\" rel=\"noopener\">educational professional is often under-utilized\u003c/a> in a school environment. Many teachers see the librarian interact only with students, but they are invaluable resources for teachers as well.\u003c/p>\n\u003cp>Collaboration with a teacher-librarian creates a rich inquiry practice for classroom teachers that can easily be implemented with students. If we develop the habit of accessing this great resource as a regular class routine throughout the year, we will see the kind of progress and success we are looking for.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Have More Flexible Schedules\u003c/strong>\u003c/p>\n\u003cp>The librarian’s schedule and workday provide more flexibility so they can be available to help teachers. The door is open, why not come in? Also, it is my experience that teacher-librarians love having discussions with teaching colleagues–they get to play an active role in student progress and success. I have often stopped by the library unannounced, with the intention of just asking a quick question. What starts out as a two minute query ends up in a rich, inspiring discourse that goes well beyond \"a quick question.\"\u003c/p>\n\u003cp>Sometimes I have an underdeveloped idea for an inquiry project and I need a sounding board. How do I figure out a starting point? What will be our goal? What steps should we take to get there? How do I keep things student-centered? During our conversation, the teacher-librarian is willing to listen to me, assess my students’ needs, reflect on an array of resources and learning materials to support us, and then supply them in a timely and easy manner. They ask questions I hadn’t yet thought of, and they direct me toward objectives I had not previously considered. They want to make realizing my lesson goals as easy and seamless as possible.\u003c/p>\n\u003cp>This type of personalized help makes me feel supported when I sometimes feel like I’m teaching \"on an island.\" The Teacher-librarians' unique training gives them a way to assist me in my teaching goals and help me in ways I had not previously envisioned. The flexibility continues. As our inquiry work progresses, the teacher-librarian follows up with us, visiting our classroom to see how the work is coming along, asking questions, making observations, and offering up next steps of support. Students begin to see the teacher-librarian as a “learning partner” — a more authentic support of what’s happening in the classroom.\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Strengthen Support\u003c/strong>\u003c/p>\n\u003cp>As committed as I am to the inquiry method of learning, and though I have \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">published work to help teachers in the practice\u003c/a>, I still have areas of weakness. Mine in particular is the research component. This is where the teacher-librarian is a great partner. They develop a collaborative alliance with me and discover my teaching strengths and weaknesses objectively, without judgement. Because of their training, they have a knack of offering up just the right support in ways that lift up or elevate my teaching practice. They complement my instruction with their own when working with students to assist in the research phase of inquiry.\u003c/p>\n\u003cp>Teacher-librarians employ their unique expertise as they walk students through the learning library and demonstrate how to navigate databases and locate resources. They also sharpen research skills by helping students\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\" target=\"_blank\" rel=\"noopener\"> understand the validity of information\u003c/a> and evaluate it by recognizing bias and persuasion in various sources. This is difficult for both teachers and students to master. I have been so thankful to have teacher-librarians who offer help in this area that I find extremely challenging. It balances out the inquiry experience for my students and provides them (and me) with the support necessary to follow through with our big ideas and meet our learning goals.\u003c/p>\n\u003cp>\u003cstrong>A True Teaching Partner\u003c/strong>\u003c/p>\n\u003cp>The teacher-librarian is truly a second teacher in inquiry, an additional support for all of my students as we embark on more personalized learning structures and objectives. The more I include my teacher-librarian, the more I find that they are able to help students with inquiry: the collaboration becomes a powerful cycle of support that gains momentum and benefits the students, the teacher, and the culture of learning in the school.\u003c/p>\n\u003cp>Students can also visit the library to seek out support from the teacher-librarian on their own time outside of class, because they now see that person as \"in on the learning\" and someone who understands the inquiry and can provide support and help. The teacher-librarian knows the resources in the library, how to locate them, and how to empower students in this process. Students then become more competent independent researchers and learners themselves.\u003c/p>\n\u003cp>Just as I intentionally nurture a culture of inquiry that \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">gradually releases control over learning to the student\u003c/a>, so too does the teacher-librarian partner with the teacher in their support of the student. Now there is a collaborative team dedicated to meeting the needs of the students. Each learner has access to learning and materials based on their learning strengths challenges. The teacher-librarian also gets to know each learner’s topic and can help personalize inquiry much better than I could if I worked alone. The end result is a collaborative team that reinforces independent learning.\u003c/p>\n\u003cp>Teachers everywhere struggle with meeting student needs even though we have few resources. We also struggle with the breadth of our own learning and practice. \u003ca href=\"https://www.kqed.org/mindshift/40217/sir-ken-robinson-creativity-is-in-everything-especially-teaching\" target=\"_blank\" rel=\"noopener\">We have to get creative\u003c/a>. But what if a truly great resource is at our own school, right under our noses? A teacher-librarian is the ideal partner for inquiry – they are flexible and can make time for us and our students. They are a great sounding board to help inquiry projects take shape, make authentic progress and meet meaningful objectives. They build meaningful relationships with students and help them hone their inquiry skills while taking responsibility for their own learning.\u003c/p>\n\u003cp>Teachers do not need to teach \"on an island\" with little support when there is such a rich resource in the library–not just for us, but for our students as well. Teachers also don’t have to know everything about a practice from the start: they can learn with their students along the way. It will make them better teachers. Students do better in general when they have more adults on campus they know have concern for them. The teacher-librarian can become a valuable support for teacher practice and student academic growth, as well as their emotional health. Why not make use of this amazing school asset?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003cimg class=\"alignleft wp-image-50625\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Trevor-resized.jpg\" alt=\"\" width=\"250\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized.jpg 360w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-240x226.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. Trevor is the author of \u003cem>\u003ca href=\"https://www.trevormackenzie.com/dive-into-inquiry\" target=\"_blank\" rel=\"noopener\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>\u003c/em> as well as \u003cem>\u003ca href=\"https://www.trevormackenzie.com/inquiry-mindset\" target=\"_blank\" rel=\"noopener\">Inquiry Mindset: Nurturing the Dreams, Wonders and Curiosities of our Youngest Learners\u003c/a>\u003c/em>, co-authored with \u003ca href=\"https://twitter.com/rbathursthunt\" target=\"_blank\" rel=\"noopener\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53417/how-your-teacher-librarian-can-be-an-ally-when-teaching-with-inquiry","authors":["byline_mindshift_53417"],"categories":["mindshift_20524","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20861","mindshift_797","mindshift_895","mindshift_256","mindshift_20601","mindshift_21259"],"featImg":"mindshift_53419","label":"mindshift"},"mindshift_51186":{"type":"posts","id":"mindshift_51186","meta":{"index":"posts_1591205157","site":"mindshift","id":"51186","score":null,"sort":[1526886174000]},"guestAuthors":[],"slug":"how-helping-students-to-ask-better-questions-can-transform-classrooms","title":"How Helping Students to Ask Better Questions Can Transform Classrooms","publishDate":1526886174,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Educators and parents have long known that curiosity is at the center of powerful learning. But too often, in the push to meet standards and pressure to stay on pace, that essential truth about learning that sticks gets lost. Worse, many older students have \u003ca href=\"https://www.kqed.org/mindshift/34496/why-its-imperative-to-teach-students-how-to-question-as-the-ultimate-survival-skill\" target=\"_blank\" rel=\"noopener\">forgotten how to ask their own questions\u003c/a> about the world, afraid that if they wonder they will be wrong. It’s far less risky to sit back and wait for the teacher to ask the questions. And yet, \u003ca href=\"https://www.kqed.org/mindshift/24472/for-students-why-the-question-is-more-important-than-the-answer\" target=\"_blank\" rel=\"noopener\">good questioning\u003c/a> may be the most basic tenet of lifelong learning and independent thinking that school offers students. Taking the time to activate curiosity doesn’t have to mean abandoning learning standards, nor is it necessarily a waste of time.\u003c/p>\n\u003cp>The \u003ca href=\"http://rightquestion.org/educators/resources/\" target=\"_blank\" rel=\"noopener\">Question Formulation Technique\u003c/a> started out as a parent engagement tool and has slowly been making its way into many classrooms. In the 1990s \u003ca href=\"http://rightquestion.org/about/leadership/\" target=\"_blank\" rel=\"noopener\">Dan Rothstein and Luz Santana\u003c/a> were trying to encourage low-income parents to engage more with their children’s schools. When they sat down with parents and asked them why they didn’t participate, many said they felt intimidated at school events because they didn’t know what to ask.\u003c/p>\n\u003cp>One easy solution to this problem is to give parents a list of questions to ask when interacting with teachers or school administrators around their child’s learning, but Rothstein and Santana quickly realized that supporting parents to develop their own questions was a much \u003ca href=\"http://rightquestion.org/about/history/\" target=\"_blank\" rel=\"noopener\">more empowering and long-lasting way\u003c/a> to approach the problem. And so the Question Formulation Technique (QFT) was born.\u003c/p>\n\u003cp>\u003cstrong>WHAT IS THE QUESTION FORMULATION TECHNIQUE?\u003c/strong>\u003c/p>\n\u003cp>At its essence, the QFT is a structured way to help people generate questions, categorize them and reflect on how different types of questions elicit different types of information. When teachers use the QFT in classrooms students often push back, pointing out that it’s the teacher’s job to ask the questions. But maybe the association with teacher as question-asker is the root of the problem. Asking one’s own questions, and then answering them, is a \u003ca href=\"https://www.kqed.org/mindshift/43596/how-to-bring-more-beautiful-questions-back-to-school\" target=\"_blank\" rel=\"noopener\">powerful and motivating\u003c/a> way to learn that many students haven't experienced in school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To get started with the QFT, first give students time to develop as many questions as they can, with the instruction not to worry if it’s a “good or bad” question. The only requirement is that they be questions, not statements. After the initial fast brainstorm, talk about the difference between closed and open questions, discussing the advantages and disadvantages of both. Then ask students to categorize their questions as “open” or “closed.” The next step is to ask students to change some of their questions from open to closed and vice versa.\u003c/p>\n\u003cp>“It’s in the working with the questions that something happens,” said Rothstein, co-director of \u003ca href=\"http://rightquestion.org/\" target=\"_blank\" rel=\"noopener\">The Right Question Institute\u003c/a>, during a session at the \u003ca href=\"https://novemberlearning.com/education-conference/\" target=\"_blank\" rel=\"noopener\">Building Learning Communities\u003c/a> conference. “And because it’s working with your own questions that there’s a different type of engagement.”\u003c/p>\n\u003cp>After working with questions they developed in this way, ask students to pick their best three questions. Often questions that were changed from closed to open make this list. And the experience of working with the questions might inspire new ones. Following this structured protocol inspires both divergent and convergent thinking at different points, and because it’s a process it often frees students from their inhibitions about being wrong. Asking students to work in groups can deepen the experience as well.\u003c/p>\n\u003cp>After producing, improving and strategizing about their questions, the last step is to reflect upon the experience of asking and modifying questions. How did the process make students feel? What did they learn about the aim of their questions and how to achieve it along the way?\u003c/p>\n\u003cp>“It’s a simple process that can be adapted to many different purposes,” Rothstein said. He has seen kindergarten teachers use the QFT to prompt incredibly deep discussions, and high school teachers use it to spark big research papers. It can be used to kick off a unit or to assess knowledge at the end.\u003c/p>\n\u003cp>“When we talk about the most powerful learning technology to humans, the most powerful learning technology is the ability to ask questions,” Rothstein said. “This sets the learning agenda in a profoundly different way.”\u003c/p>\n\u003cp>\u003cstrong>CAN IT REALLY WORK IN SCHOOLS?\u003c/strong>\u003c/p>\n\u003cp>When Regina Donour learned about the Question Formulation Technique (QFT) from a professional development training she thought it sounded nice, but didn’t think it was something her high school science students could do. She’d already noticed they were afraid to ask questions for fear of being wrong, and didn’t think the technique would be able to overcome their social reticence. She was nervous to try it, but finally decided to give it a go.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.nextgenscience.org/\" target=\"_blank\" rel=\"noopener\">Next Generation Science Standards\u003c/a> include practices focused around asking questions, so Donour decided to test the QFT as part of the introduction to a lab on the flame test. The goal of the lab is to help students learn that when ionic compounds burn, they emit different colors of light. From those emissions one can tell various characteristics about the compounds.\u003c/p>\n\u003cp>Normally Donour would have given students the goals of the lab and a step-by-step process to follow -- like a cookbook recipe -- because she wasn’t sure they had the ability to ask their own questions. This time, she showed students an image of firecrackers and guided them through the QFT to help them develop their own questions about what was going on in the image.\u003c/p>\n\u003cp>“They were asking the same questions that I would have asked in developing the lab,” Donour said. “And that was a real shock for me.” Students wanted to know “why the light was different colors and what the electron structure had to do with it?”\u003c/p>\n\u003cp>Students worked independently to develop a list of questions first and then contributed their top three questions to a small group where those were winnowed down further. Donour included the individual think time intentionally to lower the stakes for reticent students. By the end of the class, the entire group voted on the three most important questions, which ended up being the exact ones their teacher would have asked them.\u003c/p>\n\u003cp>“They were more driven by their interest in terms of trying to find it out,” Donour said. And later she found students remembered more from the flame test lab than usual because of their genuine interest going into the experimentation phase.\u003c/p>\n\u003cp>Since this initial success, Donour has started using the Question Formulation Technique whenever she thinks it will improve a lesson. She has used it to introduce gas laws by putting an unfamiliar law on the board and directing students to use the QFT to ask all the questions they’d need answered in order to solve the problem.\u003c/p>\n\u003cp>“One of the things I can say to them when we get to the end is they’ve basically discovered the law themselves,” she said. Donour admits she had trouble believing student questions would lead where she needed them to go, and that she was afraid to give up some of the control in her classroom. But now that she has used the technique with some success, she says the hardest part is not reacting to student questions. She often wants to say, “that’s a great question,” but has to swallow her words. A crucial part of the brainstorming process is not judging the questions as they come out.\u003c/p>\n\u003cp>“It takes more time to get it, but the worth of that time to get to the question makes the rest of the instruction for that particular idea or unit so much easier,” Donour said. She’s even started using the QFT as a way to make science more applicable to real life. She’ll often show students a phenomenon they experience and tell them to ask questions about it. “You’re making it applicable to something they may have some interest in,” she said.\u003c/p>\n\u003cp>\u003cstrong>QFT ACROSS EASTERN KENTUCKY\u003c/strong>\u003c/p>\n\u003cp>Many teachers in eastern Kentucky are using the Question Formulation Technique in large part thanks to the enthusiasm of veteran teacher-turned-trainer Kim Sergent. As a member of the \u003ca href=\"https://kvecsstln.weebly.com/\" target=\"_blank\" rel=\"noopener\">Kentucky Social Studies Leadership Network\u003c/a>, Sergent experienced the QFT in a teacher training and immediately saw its potential for her classroom. She rushed home and within 45 minutes had her “question focus” prepared for the unit on slavery she planned to teach the next day.\u003c/p>\n\u003cp>As a U.S. history teacher, Sergent knows there are some topics that kids are drawn to and others they don’t engage with. She wanted them to understand how multifaceted and complex the system of slavery was in the United States and thought the QFT could help her move students to a deeper level of inquiry. She started off class by showing students a series of images depicting aspects of slavery and asked students to write their own questions. They started individually, then contributed their questions to the group, gradually winnowing it down to just three questions the class would address over the next six class periods.\u003c/p>\n\u003cp>“They wrote the questions. They chose the questions. They negotiated about the questions,” Sergent said. So when those questions were on the board each successive class period, kids were really curious to find out the answers. They had been surprised she trusted them to pick the questions they’d be learning about, but Sergent says they came up with the exact topics she wanted to get at.\u003c/p>\n\u003cp>“It’s immediate student engagement, and secondly it’s immediate student ownership,” Sergent said. “The relevance is actually driven by the ownership. When you engage student voice, that to me is the key to the relevance.”\u003c/p>\n\u003cp>Sergent’s quick success with a practice she had just learned changed how she taught: “It’s led me on an inquiry-based approach to teaching,” she said. And she suddenly felt reinvigorated about teaching, fired up to spread the practice. She now works for the \u003ca href=\"https://www.kentuckyvalley.org/\" target=\"_blank\" rel=\"noopener\">Kentucky Valley Educational Cooperative (KVEC)\u003c/a> training teachers in 22 eastern Kentucky school districts on \u003ca href=\"https://kvecsstln.weebly.com/qft-resources.html\" target=\"_blank\" rel=\"noopener\">how to use the QFT\u003c/a>. Many teachers are resistant at first, but she has seen even kindergarten teachers use the technique effectively.\u003c/p>\n\u003cp>Sergent says one of the most difficult, but important, aspects of planning to use the QFT in the classroom is finding a good question focus to jump-start student questioning. She coaches teachers to carefully select a quote, image or statement that they know will lead to questions about the content they are trying to cover. The process goes more smoothly if the question focus is provocative, but not too general. And she finds that sometimes in their effort to retain control teachers make the focus too narrow, trying to dictate the questions, which also backfires.\u003c/p>\n\u003cp>“You’ll know what they don’t know by the questions they ask,” Sergent said. “And you’ll know who got it by the questions they ask.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When teachers are resistant to the QFT, Sergent’s strategy is to get them to try it just once. Usually the kids’ reactions, and their amazing questions, are enough to convince even the most resistant teachers. And while Sergent appreciates the QFT for the way it invites student inquiry and curiosity into the classroom, she understands that it’s just one more tool a teacher can use. Veteran teachers like Regina Donour are using it when appropriate, and relying on other strategies when it’s not.\u003c/p>\n\n","blocks":[],"excerpt":"A simple questioning protocol can help teachers provoke thoughtful student questions and deepen classroom engagement.","status":"publish","parent":0,"modified":1546456814,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2007},"headData":{"title":"How Helping Students to Ask Better Questions Can Transform Classrooms | KQED","description":"A simple questioning protocol can help teachers provoke thoughtful student questions and deepen classroom engagement.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51186 https://ww2.kqed.org/mindshift/?p=51186","disqusUrl":"https://ww2.kqed.org/mindshift/2018/05/21/how-helping-students-to-ask-better-questions-can-transform-classrooms/","disqusTitle":"How Helping Students to Ask Better Questions Can Transform Classrooms","path":"/mindshift/51186/how-helping-students-to-ask-better-questions-can-transform-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators and parents have long known that curiosity is at the center of powerful learning. But too often, in the push to meet standards and pressure to stay on pace, that essential truth about learning that sticks gets lost. Worse, many older students have \u003ca href=\"https://www.kqed.org/mindshift/34496/why-its-imperative-to-teach-students-how-to-question-as-the-ultimate-survival-skill\" target=\"_blank\" rel=\"noopener\">forgotten how to ask their own questions\u003c/a> about the world, afraid that if they wonder they will be wrong. It’s far less risky to sit back and wait for the teacher to ask the questions. And yet, \u003ca href=\"https://www.kqed.org/mindshift/24472/for-students-why-the-question-is-more-important-than-the-answer\" target=\"_blank\" rel=\"noopener\">good questioning\u003c/a> may be the most basic tenet of lifelong learning and independent thinking that school offers students. Taking the time to activate curiosity doesn’t have to mean abandoning learning standards, nor is it necessarily a waste of time.\u003c/p>\n\u003cp>The \u003ca href=\"http://rightquestion.org/educators/resources/\" target=\"_blank\" rel=\"noopener\">Question Formulation Technique\u003c/a> started out as a parent engagement tool and has slowly been making its way into many classrooms. In the 1990s \u003ca href=\"http://rightquestion.org/about/leadership/\" target=\"_blank\" rel=\"noopener\">Dan Rothstein and Luz Santana\u003c/a> were trying to encourage low-income parents to engage more with their children’s schools. When they sat down with parents and asked them why they didn’t participate, many said they felt intimidated at school events because they didn’t know what to ask.\u003c/p>\n\u003cp>One easy solution to this problem is to give parents a list of questions to ask when interacting with teachers or school administrators around their child’s learning, but Rothstein and Santana quickly realized that supporting parents to develop their own questions was a much \u003ca href=\"http://rightquestion.org/about/history/\" target=\"_blank\" rel=\"noopener\">more empowering and long-lasting way\u003c/a> to approach the problem. And so the Question Formulation Technique (QFT) was born.\u003c/p>\n\u003cp>\u003cstrong>WHAT IS THE QUESTION FORMULATION TECHNIQUE?\u003c/strong>\u003c/p>\n\u003cp>At its essence, the QFT is a structured way to help people generate questions, categorize them and reflect on how different types of questions elicit different types of information. When teachers use the QFT in classrooms students often push back, pointing out that it’s the teacher’s job to ask the questions. But maybe the association with teacher as question-asker is the root of the problem. Asking one’s own questions, and then answering them, is a \u003ca href=\"https://www.kqed.org/mindshift/43596/how-to-bring-more-beautiful-questions-back-to-school\" target=\"_blank\" rel=\"noopener\">powerful and motivating\u003c/a> way to learn that many students haven't experienced in school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To get started with the QFT, first give students time to develop as many questions as they can, with the instruction not to worry if it’s a “good or bad” question. The only requirement is that they be questions, not statements. After the initial fast brainstorm, talk about the difference between closed and open questions, discussing the advantages and disadvantages of both. Then ask students to categorize their questions as “open” or “closed.” The next step is to ask students to change some of their questions from open to closed and vice versa.\u003c/p>\n\u003cp>“It’s in the working with the questions that something happens,” said Rothstein, co-director of \u003ca href=\"http://rightquestion.org/\" target=\"_blank\" rel=\"noopener\">The Right Question Institute\u003c/a>, during a session at the \u003ca href=\"https://novemberlearning.com/education-conference/\" target=\"_blank\" rel=\"noopener\">Building Learning Communities\u003c/a> conference. “And because it’s working with your own questions that there’s a different type of engagement.”\u003c/p>\n\u003cp>After working with questions they developed in this way, ask students to pick their best three questions. Often questions that were changed from closed to open make this list. And the experience of working with the questions might inspire new ones. Following this structured protocol inspires both divergent and convergent thinking at different points, and because it’s a process it often frees students from their inhibitions about being wrong. Asking students to work in groups can deepen the experience as well.\u003c/p>\n\u003cp>After producing, improving and strategizing about their questions, the last step is to reflect upon the experience of asking and modifying questions. How did the process make students feel? What did they learn about the aim of their questions and how to achieve it along the way?\u003c/p>\n\u003cp>“It’s a simple process that can be adapted to many different purposes,” Rothstein said. He has seen kindergarten teachers use the QFT to prompt incredibly deep discussions, and high school teachers use it to spark big research papers. It can be used to kick off a unit or to assess knowledge at the end.\u003c/p>\n\u003cp>“When we talk about the most powerful learning technology to humans, the most powerful learning technology is the ability to ask questions,” Rothstein said. “This sets the learning agenda in a profoundly different way.”\u003c/p>\n\u003cp>\u003cstrong>CAN IT REALLY WORK IN SCHOOLS?\u003c/strong>\u003c/p>\n\u003cp>When Regina Donour learned about the Question Formulation Technique (QFT) from a professional development training she thought it sounded nice, but didn’t think it was something her high school science students could do. She’d already noticed they were afraid to ask questions for fear of being wrong, and didn’t think the technique would be able to overcome their social reticence. She was nervous to try it, but finally decided to give it a go.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.nextgenscience.org/\" target=\"_blank\" rel=\"noopener\">Next Generation Science Standards\u003c/a> include practices focused around asking questions, so Donour decided to test the QFT as part of the introduction to a lab on the flame test. The goal of the lab is to help students learn that when ionic compounds burn, they emit different colors of light. From those emissions one can tell various characteristics about the compounds.\u003c/p>\n\u003cp>Normally Donour would have given students the goals of the lab and a step-by-step process to follow -- like a cookbook recipe -- because she wasn’t sure they had the ability to ask their own questions. This time, she showed students an image of firecrackers and guided them through the QFT to help them develop their own questions about what was going on in the image.\u003c/p>\n\u003cp>“They were asking the same questions that I would have asked in developing the lab,” Donour said. “And that was a real shock for me.” Students wanted to know “why the light was different colors and what the electron structure had to do with it?”\u003c/p>\n\u003cp>Students worked independently to develop a list of questions first and then contributed their top three questions to a small group where those were winnowed down further. Donour included the individual think time intentionally to lower the stakes for reticent students. By the end of the class, the entire group voted on the three most important questions, which ended up being the exact ones their teacher would have asked them.\u003c/p>\n\u003cp>“They were more driven by their interest in terms of trying to find it out,” Donour said. And later she found students remembered more from the flame test lab than usual because of their genuine interest going into the experimentation phase.\u003c/p>\n\u003cp>Since this initial success, Donour has started using the Question Formulation Technique whenever she thinks it will improve a lesson. She has used it to introduce gas laws by putting an unfamiliar law on the board and directing students to use the QFT to ask all the questions they’d need answered in order to solve the problem.\u003c/p>\n\u003cp>“One of the things I can say to them when we get to the end is they’ve basically discovered the law themselves,” she said. Donour admits she had trouble believing student questions would lead where she needed them to go, and that she was afraid to give up some of the control in her classroom. But now that she has used the technique with some success, she says the hardest part is not reacting to student questions. She often wants to say, “that’s a great question,” but has to swallow her words. A crucial part of the brainstorming process is not judging the questions as they come out.\u003c/p>\n\u003cp>“It takes more time to get it, but the worth of that time to get to the question makes the rest of the instruction for that particular idea or unit so much easier,” Donour said. She’s even started using the QFT as a way to make science more applicable to real life. She’ll often show students a phenomenon they experience and tell them to ask questions about it. “You’re making it applicable to something they may have some interest in,” she said.\u003c/p>\n\u003cp>\u003cstrong>QFT ACROSS EASTERN KENTUCKY\u003c/strong>\u003c/p>\n\u003cp>Many teachers in eastern Kentucky are using the Question Formulation Technique in large part thanks to the enthusiasm of veteran teacher-turned-trainer Kim Sergent. As a member of the \u003ca href=\"https://kvecsstln.weebly.com/\" target=\"_blank\" rel=\"noopener\">Kentucky Social Studies Leadership Network\u003c/a>, Sergent experienced the QFT in a teacher training and immediately saw its potential for her classroom. She rushed home and within 45 minutes had her “question focus” prepared for the unit on slavery she planned to teach the next day.\u003c/p>\n\u003cp>As a U.S. history teacher, Sergent knows there are some topics that kids are drawn to and others they don’t engage with. She wanted them to understand how multifaceted and complex the system of slavery was in the United States and thought the QFT could help her move students to a deeper level of inquiry. She started off class by showing students a series of images depicting aspects of slavery and asked students to write their own questions. They started individually, then contributed their questions to the group, gradually winnowing it down to just three questions the class would address over the next six class periods.\u003c/p>\n\u003cp>“They wrote the questions. They chose the questions. They negotiated about the questions,” Sergent said. So when those questions were on the board each successive class period, kids were really curious to find out the answers. They had been surprised she trusted them to pick the questions they’d be learning about, but Sergent says they came up with the exact topics she wanted to get at.\u003c/p>\n\u003cp>“It’s immediate student engagement, and secondly it’s immediate student ownership,” Sergent said. “The relevance is actually driven by the ownership. When you engage student voice, that to me is the key to the relevance.”\u003c/p>\n\u003cp>Sergent’s quick success with a practice she had just learned changed how she taught: “It’s led me on an inquiry-based approach to teaching,” she said. And she suddenly felt reinvigorated about teaching, fired up to spread the practice. She now works for the \u003ca href=\"https://www.kentuckyvalley.org/\" target=\"_blank\" rel=\"noopener\">Kentucky Valley Educational Cooperative (KVEC)\u003c/a> training teachers in 22 eastern Kentucky school districts on \u003ca href=\"https://kvecsstln.weebly.com/qft-resources.html\" target=\"_blank\" rel=\"noopener\">how to use the QFT\u003c/a>. Many teachers are resistant at first, but she has seen even kindergarten teachers use the technique effectively.\u003c/p>\n\u003cp>Sergent says one of the most difficult, but important, aspects of planning to use the QFT in the classroom is finding a good question focus to jump-start student questioning. She coaches teachers to carefully select a quote, image or statement that they know will lead to questions about the content they are trying to cover. The process goes more smoothly if the question focus is provocative, but not too general. And she finds that sometimes in their effort to retain control teachers make the focus too narrow, trying to dictate the questions, which also backfires.\u003c/p>\n\u003cp>“You’ll know what they don’t know by the questions they ask,” Sergent said. “And you’ll know who got it by the questions they ask.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When teachers are resistant to the QFT, Sergent’s strategy is to get them to try it just once. Usually the kids’ reactions, and their amazing questions, are enough to convince even the most resistant teachers. And while Sergent appreciates the QFT for the way it invites student inquiry and curiosity into the classroom, she understands that it’s just one more tool a teacher can use. Veteran teachers like Regina Donour are using it when appropriate, and relying on other strategies when it’s not.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51186/how-helping-students-to-ask-better-questions-can-transform-classrooms","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_797","mindshift_20601","mindshift_21191","mindshift_20616","mindshift_20779"],"featImg":"mindshift_51196","label":"mindshift"},"mindshift_50620":{"type":"posts","id":"mindshift_50620","meta":{"index":"posts_1591205157","site":"mindshift","id":"50620","score":null,"sort":[1519910645000]},"guestAuthors":[],"slug":"how-to-ease-students-into-independent-inquiry-projects","title":"How To Ease Students Into Independent Inquiry Projects","publishDate":1519910645,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>The excerpt below is from the book \u003ca href=\"https://www.trevormackenzie.com/\" target=\"_blank\" rel=\"noopener\">“Inquiry Mindsets: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners,”\u003c/a> by Trevor MacKenzie with Rebecca Bathurst-Hunt, published by EdTechTeam Press.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie and Rebecca Bathurst-Hunt\u003c/strong>\u003c/p>\n\u003cp>When I (Trevor) first adopted an inquiry approach in my classroom, I discovered that when students explore a topic they are truly passionate about, amazing things happen: engagement increases, attendance and work ethic improve, twenty-first-century skills are acquired, classroom energy and collaboration are fostered, and my assessment of student understanding becomes more clear and accurate.\u003c/p>\n\u003cp>One early experience with a student in inquiry convinced me I was on to something. His name was Chris.\u003c/p>\n\u003cp>Chris was a shy, introverted student in my senior-level English class. Throughout the course I saw Chris raise his hand during a class discussion only once, and it was to ask permission to use the washroom. He didn't like sharing, and he certainly didn’t come across as a confident student. But when it came time to explore a passion in the form of a free inquiry project, Chris showed me a side of him that I didn't know existed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Chris was an avid reader of fantasy novels and a dedicated artist. For his free inquiry project, Chris researched the essential question how can symbolism deepen the reader’s understanding of theme in a fantasy novel series? Chris decided to demonstrate his understanding in the form of a collection of paintings he would create and present in a gallery walk with our class. His plan for this presentation was thorough. He would complete twelve paintings for the four novels he explored. He would write an artist statement introducing his audience to the aim and scope of his collection. Each painting would be accompanied by a short written description of how Chris discovered symbolism in his reading and how symbolism was represented in each particular painting. He would then lead his classmates through a question-and-answer period to conclude the gallery walk.\u003c/p>\n\u003cp>When Chris’s presentation day came, we were all amazed by his talents. First, Chris spoke confidently about his collection. He knew his stuff, and he clearly loved sharing his research. Chris spoke more during his presentation than he had during the entire rest of the course. Speaking about something he was genuinely interested in and passionate about made all the difference in Chris’s confidence. Second, his artwork was enchanting. To say he was a “good artist” would be an understatement. Each painting was unique in its portrayal of symbolism, yet together the collection possessed powerful synergies from piece to piece. The class was enthralled with his presentation.\u003c/p>\n\u003cfigure id=\"attachment_50627\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-50627 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Chris-art-no-flash-1020x804.jpg\" alt=\"\" width=\"640\" height=\"504\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-1020x804.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-160x126.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-800x631.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-768x606.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-1180x930.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-960x757.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-240x189.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-375x296.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-520x410.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Acrylic on canvas portraying hope and dreams as symbols in a fantasy genre series. \u003ccite>(Courtesy of Chris)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the Q&A portion of the gallery walk, one student asked Chris how he had become such a strong artist. Chris’s answer blew us all away. He shared that throughout his primary years in school, he didn’t speak. From kindergarten through grades one and two, Chris didn’t say a single word in school. Instead, he drew in his notebooks. He scribbled and sketched for three straight years rather than print or talk. Early in grade three, Chris underwent some testing with a school counsellor, and it was discovered that he was dyslexic. Chris’s drawing was a coping mechanism in his world of uncertainty. Because he didn’t understand what was happening in class, he tried to make sense of it through drawing. Now, years later, it was these early and frustrating years in school that formed the talent we were witnessing in class. Chris’s honesty was an incredibly moving experience for us all.\u003c/p>\n\u003cp>It was stories like Chris' that convinced me that I needed to explore more opportunities to provide students with free inquiry projects in class. I was certain that this would yield similar powerful experiences for other learners. However, the very next year some of my students felt overwhelmed and underprepared for this personalized approach to learning. They were anxious in free inquiry, and on reflection, I felt I was to blame. I had forced them into the deep end of the inquiry pool without helping them acquire the necessary skills and understandings to be successful with this increased agency over learning. This is where the Types of Student Inquiry come into play.\u003c/p>\n\u003cp>\u003ca href=\"https://www.trevormackenzie.com/\">\u003cimg class=\"alignright wp-image-50682 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/InquiryCover-e1519854508492.jpg\" alt=\"\" width=\"275\" height=\"366\">\u003c/a>The Types of Student Inquiry is a scaffolded approach to inquiry in the classroom, gradually increasing student agency over learning while providing learners with the necessary skills, knowledge, and\u003cbr>\nunderstanding to be successful in their inquiry.\u003c/p>\n\u003cp>Introducing the Types of Student Inquiry early in the year is important. In the coming months, we break down how these will shape our learning and subsequent time. Inquiry is most successful when strongly scaffolded; therefore, we create an inquiry scope and sequence for the entire year. Simply put, we begin in a Structured Inquiry model, transition to a Controlled Inquiry, continue to a Guided Inquiry and, if all goes well, conclude with a Free Inquiry. Since these types reflect four large units of study, all framed by an essential question with elements of inquiry evident throughout, we organize our school year into these quarters and spend equal time in each type of inquiry.\u003c/p>\n\u003cp>Scaffolding is critical to our inquiry journey. Too often teachers enter the inquiry pool in the deep end, heading straight to Free Inquiry, as I had done with Chris. We can’t blame them; the essential questions students ask and the demonstrations of learning students create are incredibly meaningful and resonate with their audience. But beginning your adoption of inquiry by diving right into Free Inquiry could result in overwhelmed and underprepared inquiry students. In our experience, without flipping control in the classroom, empowering student learning, and scaffolding with the Types of Student Inquiry, students will not feel as confident, supported, or empowered through our inquiry journey.\u003c/p>\n\u003cfigure id=\"attachment_50633\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50633\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/8-Provocations-1020x765.png\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-1180x885.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-960x720.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-520x390.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Provocations are images, videos, or artifacts that are used to engage learners in inquiry. \u003ccite>(Courtesy of Trevor MacKenzie and Rebecca Bathurst-Hunt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Types of Student Inquiry help equip our students to feel confident in their inquiry journey. They ensure students are connected to their learning, certain of how to explore their passions, interests, and curiosities, and comfortable with their role. The Types of Student Inquiry continue the gradual release of control of our learning that we started at the beginning of the course.\u003c/p>\n\u003cp>\u003cstrong>THE FOUR TYPES OF STUDENT INQUIRY\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Structured:\u003c/strong> Students follow the lead of the teacher as the entire class engages in one inquiry together. On the Structured end of the inquiry pool, the teacher has complete control of the essential question, the resources students will use to create understanding, specific learning evidence students will use to document their learning, and the performance task students will complete as a demonstration of their understanding.\u003c/p>\n\u003cp>\u003cstrong>Controlled:\u003c/strong> The teacher chooses topics and identifies the resources students will use to answer the questions. In the Controlled section of the inquiry pool, the teacher provides several essential questions for students to unpack. Students deepen their understanding through several resources the teacher has predetermined to provide valuable context and rich meaning to the essential questions. Students demonstrate their learning by a common performance task.\u003c/p>\n\u003cp>\u003cstrong>Guided:\u003c/strong> The teacher chooses topics and questions, and students design the product or solution. In the Guided section of the inquiry pool, the teacher further empowers student agency by providing a single (or selection of) essential questions for students to study, and the learner selects where to search for answers and how they will demonstrate understanding.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nFree:\u003c/strong> Students choose their topics without reference to any prescribed outcome. In the deep end—Free inquiry—with the support and facilitation of the teacher, students construct their own essential question, research a wide array of resources, customize their learning evidence, and design their own performance task.\u003c/p>\n\u003cp>A common misconception of inquiry is that elementary learners will not be successful in Free Inquiry. We understand our colleagues' hesitancy to tackle thirty students working on thirty different essential questions. In this scenario, students are potentially seeking information from different resources and planning to demonstrate their learning in a unique fashion. We’re often asked, \"How can they be successful with this much independence?\"\u003c/p>\n\u003cp>By the time we get to the Free Inquiry unit, we have spent considerable time unpacking inquiry, deepening our understanding of essential questions, and cultivating an inquiry mindset. We reflect on the design of each unit of learning and each Type of Student Inquiry. In doing so, we slowly add the powerful skills needed to be successful in Free Inquiry. Students have:\u003c/p>\n\u003cp>• experienced a wide range of resources in a variety of\u003cbr>\nformats\u003cbr>\n• used a variety of tools to capture their learning (what we\u003cbr>\ncall Learning Evidence)\u003cbr>\n• demonstrated their learning in a number of ways\u003c/p>\n\u003cp>By the time we enter the Free Inquiry end of the inquiry pool, learners are more accustomed to their role as inquirers. They can identify their learning needs and how to harness the potential of inquiry in the classroom. The inquiry mindset they acquire helps curb the perceived risks of Free Inquiry in the younger grades. Additionally, the design of the course, by way of the Types of Student Inquiry, is scaffolded to support this final unit of Free Inquiry.\u003c/p>\n\u003cp>We love the Types of Student Inquiry framework because it provides us with a number of advantages to best prepare our learners for success in the inquiry classroom while simultaneously fostering a learning community to deepen understanding and nurture student agency.\u003cbr>\n\u003cem>\u003cbr>\n\u003cimg class=\"alignleft size-thumbnail wp-image-50625\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg\" alt=\"\" width=\"160\" height=\"151\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-240x226.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized.jpg 360w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. Trevor is so the author of \u003ca href=\"https://www.amazon.com/Dive-Into-Inquiry-Trevor-MacKenzie/dp/1945167157/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1517784142&sr=8-7&dpID=41bWKOfZtNL&preST=_SY344_BO1,204,203,200_QL70_&dpSrc=detail\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft size-thumbnail wp-image-50626\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Rebecca-resized-160x214.jpg\" alt=\"\" width=\"160\" height=\"214\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-160x214.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-375x501.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-520x694.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized.jpg 600w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"https://twitter.com/rbathursthunt\" target=\"_blank\" rel=\"noopener\">Rebecca Bathurst-Hunt\u003c/a> is a French Immersion Kindergarten teacher in the Greater Victoria School District, BC, Canada. She is passionate about empowering learners to ask deep questions that are connected to their interests and passions. Rebecca is a graduate student at the Vancouver Island University, a thoughtful sketchnote artist and an \u003ca href=\"http://rebeccabathursthunt.com/\" target=\"_blank\" rel=\"noopener\">enthusiastic blogger\u003c/a> in the education community. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Published with consent of EdTechTeam Press. Under copyright law this can not be transmitted or shared in any form other than this website.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers Trevor MacKenzie and Rebecca Bathurst-Hunt share how they guide students to become independent learners.","status":"publish","parent":0,"modified":1519910645,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1746},"headData":{"title":"How To Ease Students Into Independent Inquiry Projects | KQED","description":"Teachers Trevor MacKenzie and Rebecca Bathurst-Hunt share how they guide students to become independent learners.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50620 https://ww2.kqed.org/mindshift/?p=50620","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/01/how-to-ease-students-into-independent-inquiry-projects/","disqusTitle":"How To Ease Students Into Independent Inquiry Projects","path":"/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>The excerpt below is from the book \u003ca href=\"https://www.trevormackenzie.com/\" target=\"_blank\" rel=\"noopener\">“Inquiry Mindsets: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners,”\u003c/a> by Trevor MacKenzie with Rebecca Bathurst-Hunt, published by EdTechTeam Press.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie and Rebecca Bathurst-Hunt\u003c/strong>\u003c/p>\n\u003cp>When I (Trevor) first adopted an inquiry approach in my classroom, I discovered that when students explore a topic they are truly passionate about, amazing things happen: engagement increases, attendance and work ethic improve, twenty-first-century skills are acquired, classroom energy and collaboration are fostered, and my assessment of student understanding becomes more clear and accurate.\u003c/p>\n\u003cp>One early experience with a student in inquiry convinced me I was on to something. His name was Chris.\u003c/p>\n\u003cp>Chris was a shy, introverted student in my senior-level English class. Throughout the course I saw Chris raise his hand during a class discussion only once, and it was to ask permission to use the washroom. He didn't like sharing, and he certainly didn’t come across as a confident student. But when it came time to explore a passion in the form of a free inquiry project, Chris showed me a side of him that I didn't know existed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Chris was an avid reader of fantasy novels and a dedicated artist. For his free inquiry project, Chris researched the essential question how can symbolism deepen the reader’s understanding of theme in a fantasy novel series? Chris decided to demonstrate his understanding in the form of a collection of paintings he would create and present in a gallery walk with our class. His plan for this presentation was thorough. He would complete twelve paintings for the four novels he explored. He would write an artist statement introducing his audience to the aim and scope of his collection. Each painting would be accompanied by a short written description of how Chris discovered symbolism in his reading and how symbolism was represented in each particular painting. He would then lead his classmates through a question-and-answer period to conclude the gallery walk.\u003c/p>\n\u003cp>When Chris’s presentation day came, we were all amazed by his talents. First, Chris spoke confidently about his collection. He knew his stuff, and he clearly loved sharing his research. Chris spoke more during his presentation than he had during the entire rest of the course. Speaking about something he was genuinely interested in and passionate about made all the difference in Chris’s confidence. Second, his artwork was enchanting. To say he was a “good artist” would be an understatement. Each painting was unique in its portrayal of symbolism, yet together the collection possessed powerful synergies from piece to piece. The class was enthralled with his presentation.\u003c/p>\n\u003cfigure id=\"attachment_50627\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-50627 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Chris-art-no-flash-1020x804.jpg\" alt=\"\" width=\"640\" height=\"504\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-1020x804.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-160x126.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-800x631.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-768x606.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-1180x930.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-960x757.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-240x189.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-375x296.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-520x410.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Acrylic on canvas portraying hope and dreams as symbols in a fantasy genre series. \u003ccite>(Courtesy of Chris)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the Q&A portion of the gallery walk, one student asked Chris how he had become such a strong artist. Chris’s answer blew us all away. He shared that throughout his primary years in school, he didn’t speak. From kindergarten through grades one and two, Chris didn’t say a single word in school. Instead, he drew in his notebooks. He scribbled and sketched for three straight years rather than print or talk. Early in grade three, Chris underwent some testing with a school counsellor, and it was discovered that he was dyslexic. Chris’s drawing was a coping mechanism in his world of uncertainty. Because he didn’t understand what was happening in class, he tried to make sense of it through drawing. Now, years later, it was these early and frustrating years in school that formed the talent we were witnessing in class. Chris’s honesty was an incredibly moving experience for us all.\u003c/p>\n\u003cp>It was stories like Chris' that convinced me that I needed to explore more opportunities to provide students with free inquiry projects in class. I was certain that this would yield similar powerful experiences for other learners. However, the very next year some of my students felt overwhelmed and underprepared for this personalized approach to learning. They were anxious in free inquiry, and on reflection, I felt I was to blame. I had forced them into the deep end of the inquiry pool without helping them acquire the necessary skills and understandings to be successful with this increased agency over learning. This is where the Types of Student Inquiry come into play.\u003c/p>\n\u003cp>\u003ca href=\"https://www.trevormackenzie.com/\">\u003cimg class=\"alignright wp-image-50682 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/InquiryCover-e1519854508492.jpg\" alt=\"\" width=\"275\" height=\"366\">\u003c/a>The Types of Student Inquiry is a scaffolded approach to inquiry in the classroom, gradually increasing student agency over learning while providing learners with the necessary skills, knowledge, and\u003cbr>\nunderstanding to be successful in their inquiry.\u003c/p>\n\u003cp>Introducing the Types of Student Inquiry early in the year is important. In the coming months, we break down how these will shape our learning and subsequent time. Inquiry is most successful when strongly scaffolded; therefore, we create an inquiry scope and sequence for the entire year. Simply put, we begin in a Structured Inquiry model, transition to a Controlled Inquiry, continue to a Guided Inquiry and, if all goes well, conclude with a Free Inquiry. Since these types reflect four large units of study, all framed by an essential question with elements of inquiry evident throughout, we organize our school year into these quarters and spend equal time in each type of inquiry.\u003c/p>\n\u003cp>Scaffolding is critical to our inquiry journey. Too often teachers enter the inquiry pool in the deep end, heading straight to Free Inquiry, as I had done with Chris. We can’t blame them; the essential questions students ask and the demonstrations of learning students create are incredibly meaningful and resonate with their audience. But beginning your adoption of inquiry by diving right into Free Inquiry could result in overwhelmed and underprepared inquiry students. In our experience, without flipping control in the classroom, empowering student learning, and scaffolding with the Types of Student Inquiry, students will not feel as confident, supported, or empowered through our inquiry journey.\u003c/p>\n\u003cfigure id=\"attachment_50633\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50633\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/8-Provocations-1020x765.png\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-1180x885.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-960x720.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-520x390.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Provocations are images, videos, or artifacts that are used to engage learners in inquiry. \u003ccite>(Courtesy of Trevor MacKenzie and Rebecca Bathurst-Hunt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Types of Student Inquiry help equip our students to feel confident in their inquiry journey. They ensure students are connected to their learning, certain of how to explore their passions, interests, and curiosities, and comfortable with their role. The Types of Student Inquiry continue the gradual release of control of our learning that we started at the beginning of the course.\u003c/p>\n\u003cp>\u003cstrong>THE FOUR TYPES OF STUDENT INQUIRY\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Structured:\u003c/strong> Students follow the lead of the teacher as the entire class engages in one inquiry together. On the Structured end of the inquiry pool, the teacher has complete control of the essential question, the resources students will use to create understanding, specific learning evidence students will use to document their learning, and the performance task students will complete as a demonstration of their understanding.\u003c/p>\n\u003cp>\u003cstrong>Controlled:\u003c/strong> The teacher chooses topics and identifies the resources students will use to answer the questions. In the Controlled section of the inquiry pool, the teacher provides several essential questions for students to unpack. Students deepen their understanding through several resources the teacher has predetermined to provide valuable context and rich meaning to the essential questions. Students demonstrate their learning by a common performance task.\u003c/p>\n\u003cp>\u003cstrong>Guided:\u003c/strong> The teacher chooses topics and questions, and students design the product or solution. In the Guided section of the inquiry pool, the teacher further empowers student agency by providing a single (or selection of) essential questions for students to study, and the learner selects where to search for answers and how they will demonstrate understanding.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nFree:\u003c/strong> Students choose their topics without reference to any prescribed outcome. In the deep end—Free inquiry—with the support and facilitation of the teacher, students construct their own essential question, research a wide array of resources, customize their learning evidence, and design their own performance task.\u003c/p>\n\u003cp>A common misconception of inquiry is that elementary learners will not be successful in Free Inquiry. We understand our colleagues' hesitancy to tackle thirty students working on thirty different essential questions. In this scenario, students are potentially seeking information from different resources and planning to demonstrate their learning in a unique fashion. We’re often asked, \"How can they be successful with this much independence?\"\u003c/p>\n\u003cp>By the time we get to the Free Inquiry unit, we have spent considerable time unpacking inquiry, deepening our understanding of essential questions, and cultivating an inquiry mindset. We reflect on the design of each unit of learning and each Type of Student Inquiry. In doing so, we slowly add the powerful skills needed to be successful in Free Inquiry. Students have:\u003c/p>\n\u003cp>• experienced a wide range of resources in a variety of\u003cbr>\nformats\u003cbr>\n• used a variety of tools to capture their learning (what we\u003cbr>\ncall Learning Evidence)\u003cbr>\n• demonstrated their learning in a number of ways\u003c/p>\n\u003cp>By the time we enter the Free Inquiry end of the inquiry pool, learners are more accustomed to their role as inquirers. They can identify their learning needs and how to harness the potential of inquiry in the classroom. The inquiry mindset they acquire helps curb the perceived risks of Free Inquiry in the younger grades. Additionally, the design of the course, by way of the Types of Student Inquiry, is scaffolded to support this final unit of Free Inquiry.\u003c/p>\n\u003cp>We love the Types of Student Inquiry framework because it provides us with a number of advantages to best prepare our learners for success in the inquiry classroom while simultaneously fostering a learning community to deepen understanding and nurture student agency.\u003cbr>\n\u003cem>\u003cbr>\n\u003cimg class=\"alignleft size-thumbnail wp-image-50625\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg\" alt=\"\" width=\"160\" height=\"151\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-240x226.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized.jpg 360w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. Trevor is so the author of \u003ca href=\"https://www.amazon.com/Dive-Into-Inquiry-Trevor-MacKenzie/dp/1945167157/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1517784142&sr=8-7&dpID=41bWKOfZtNL&preST=_SY344_BO1,204,203,200_QL70_&dpSrc=detail\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft size-thumbnail wp-image-50626\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Rebecca-resized-160x214.jpg\" alt=\"\" width=\"160\" height=\"214\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-160x214.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-375x501.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-520x694.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized.jpg 600w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"https://twitter.com/rbathursthunt\" target=\"_blank\" rel=\"noopener\">Rebecca Bathurst-Hunt\u003c/a> is a French Immersion Kindergarten teacher in the Greater Victoria School District, BC, Canada. She is passionate about empowering learners to ask deep questions that are connected to their interests and passions. Rebecca is a graduate student at the Vancouver Island University, a thoughtful sketchnote artist and an \u003ca href=\"http://rebeccabathursthunt.com/\" target=\"_blank\" rel=\"noopener\">enthusiastic blogger\u003c/a> in the education community. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Published with consent of EdTechTeam Press. Under copyright law this can not be transmitted or shared in any form other than this website.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20861","mindshift_797","mindshift_623","mindshift_20601"],"featImg":"mindshift_50622","label":"mindshift"},"mindshift_49841":{"type":"posts","id":"mindshift_49841","meta":{"index":"posts_1591205157","site":"mindshift","id":"49841","score":null,"sort":[1517233894000]},"guestAuthors":[],"slug":"a-tech-tool-designed-for-collaboration-online-and-offline","title":"A Tech Tool Designed For Collaboration Online And Offline","publishDate":1517233894,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/11/the-connections-between-computer-use-and-learning-outcomes-in-students/\" target=\"_blank\" rel=\"noopener\">lack of clear evidence\u003c/a> that adding technology to classrooms makes them more effective has dimmed some of the excitement around its potential to radically transform learning. Advocates for technology are quick to point out that \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\" target=\"_blank\" rel=\"noopener\">implementation matters\u003c/a>, and getting the most out of technology that allows students to create, collaborate and connect across space and time will require \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\" target=\"_blank\" rel=\"noopener\">fundamental shifts in teaching\u003c/a>. Skeptics, meanwhile, worry that precious education dollars are spent on expensive technology that strips the learning environment of important social dimensions, instead \u003ca href=\"https://ww2.kqed.org/mindshift/2013/01/22/shifting-tactics-rocketship-changes-computer-lab-model/\" target=\"_blank\" rel=\"noopener\">isolating students on screens\u003c/a>.\u003c/p>\n\u003cp>There is truth in both sides of the argument. And \u003ca href=\"https://ww2.kqed.org/mindshift/2017/11/06/its-time-for-a-deeper-conversation-about-how-schools-use-technology/\" target=\"_blank\" rel=\"noopener\">lack of clarity \u003c/a>about how to ensure technology lives up to its potential has led harried teachers to question whether it’s worth their time to change everything they do in the classroom.\u003c/p>\n\u003cp>Educators in Horry County, South Carolina have gone through this cycle of excitement about technology followed by a period of rethinking their strategy over the past few years. “We expected to see things dramatically move towards the use of technology in a very productive, constructive, critical way,” said Jeanie Dailey, a social studies learning specialist for the district. “And I don’t think that happened.”\u003c/p>\n\u003cp>Teachers found, as many others have, that at points devices were distractions to students, they had a tendency to make learning more individualistic, and that adults can’t assume because students have grown up with technology they automatically know how to \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/24/teaching-respect-and-responsibility-even-to-digital-natives/\" target=\"_blank\" rel=\"noopener\">use devices productively\u003c/a>. “The piece that was making me so sad was that the kids weren’t being challenged to think collaboratively using these tools,” Dailey said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that has been a guiding principle of my career is we don't know the talents and strengths of the students in our room.'\u003ccite>Jeanie Dailey, social studies specialist\u003c/cite>\u003c/aside>\n\u003cp>But Dailey and a team of social studies teachers think they may have found a tool that gives them the flexibility to hold onto best practices they’ve long used, while leveraging computing power. \u003ca href=\"https://versolearning.com/\" target=\"_blank\" rel=\"noopener\">Verso Learning\u003c/a> is an Australian company that describes itself as a tool to help teachers take learning from the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener\">surface level to deep thinking\u003c/a> quickly. It’s basically an online communication platform, but Dailey and her team have found it has elevated the quality of thinking and discussion happening in middle school classrooms.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’ve never lost sight of the fact that true literacy is listening, speaking, reading and writing,” said Dailey, who has taught for 40 years. “It’s real simple, but we don’t do it. So I see this as an extension of the work I’ve done in my career. Verso excites me, quite frankly. It gets back to some of the basics, but it has a 21st century feel.”\u003c/p>\n\u003cp>Dailey has plenty of experience teaching these basic tenets of literacy without technology, but she has found elements of the virtual environment on Verso to be particularly powerful for highlighting unexpected pockets of brilliance in the room.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/CMLab3sUN2w\" frameborder=\"0\" gesture=\"media\" allow=\"encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“One of the things that has been a guiding principle of my career is we don’t know the talents and strengths of the students in our room,” Dailey said. “We know the high flyers and we know the ones who don’t perform well.” Because students can interact anonymously on Verso’s platform, and they can’t see other students’ responses until they’ve shared one of their own, Dailey sees more participation and more interaction between students who may never work together otherwise.\u003c/p>\n\u003cp>Unlike many tools that intend to keep students within the program as much as possible, Verso is designed to meld face-to-face interaction with online collaboration. Verso CEO Phil Stubbs says often when teachers first experiment with Verso they make the mistake of using it as an online question asking tool. Stubbs likes to say, “We want to see kids not at their first thinking, but at their best thinking,” something he believes only happens when they’ve been exposed to the ideas of others.\u003c/p>\n\u003cp>For example, a typical activity middle school social studies teachers use starts with a provocative, open-ended question that drives at a hard-to-grasp or core concept in the curriculum. For seventh graders in Horry County studying global history, that prompt might be: What was the biggest cause of the French Revolution?\u003c/p>\n\u003cp>Students are given time to jot down their initial thoughts on paper and then they share their thinking in a small group. Only after they’ve had this initial opportunity to activate their thinking and interact with peers do students begin typing an answer into Verso – getting at what Stubbs would call their best thinking in that moment. Student responses to the question show up anonymously; after sharing their own response students are usually required to read and respond to several of their peers, also anonymously.\u003c/p>\n\u003cp>Then, teachers can easily group students based on their responses to the question. For example, they may put students who agree into a group and then ask them to discuss their thinking in face-to-face groups before collaboratively writing a statement that synthesizes the arguments each member made.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Some of the things they said were very deep thinking -- it was pretty awesome.'\u003ccite>Jennifer Wilson, seventh grade social studies teacher\u003c/cite>\u003c/aside>\n\u003cp>“If you can take kids to a synthesis level in one class, you’ve done a great job,” said Dailey, who is constantly pushing the teachers she coaches to remember that despite the massive amount of content social studies teachers have to cover in a year, none of it will make a lasting impact without deeper thinking.\u003c/p>\n\u003cp>“We run the danger of making it very low level questioning, very right/wrong answer questioning, multiple choice type responses and assessments,” Dailey said. “We run the risk in that kind of environment of forgetting what the big picture is -- that we want to make all kids college and career ready.”\u003c/p>\n\u003cp>For Samantha House, a seventh grade social studies teacher at St. James Middle School (a public school in Horry County), structuring the lesson so there are multiple points of collaboration helps all learners feel comfortable participating. “By the time it’s no longer anonymous they’ve had a lot of opportunities to see correct answers,” House said. “So they’ve learned from their peers.” And, just as importantly in her mind, many of her shy students, as well as those who struggle, have seen their ideas validated by anonymous peer responses. That makes them feel more confident to speak up during small group or whole-class discussions.\u003c/p>\n\u003cp>[contextly_sidebar id=\"Jwv2BpisDcuHIdM3Qd7iJV7KSKN2X5VT\"]\u003c/p>\n\u003cp>Early on House and other teachers realized that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/15/developing-students-ability-to-give-and-take-effective-feedback/\" target=\"_blank\" rel=\"noopener\">students didn’t know how to give one another substantive feedback\u003c/a>. When asked to comment on one another’s contributions in Verso students would write unhelpful things like, “I agree.” In response, teachers started giving them sentence starters to agree, disagree or extend another person’s idea. House says she’s seen an improvement in the academic vocabulary students use when responding to each other. And she's beginning to see that online practice spill over into the conversations students have in-person too.\u003c/p>\n\u003cp>At first House worried that an anonymous online discussion forum like Verso would lead to inappropriate or bullying comments, but she’s been surprised that the only comments her students flag are ones that don’t appropriately use the sentence starters for good feedback.\u003c/p>\n\u003cp>When Jennifer Wilson first tried Verso with her seventh graders at Aynor Middle she hadn’t had any professional development. She used the tool as a space for students to make a claim about the book they were reading and back it up with evidence. That worked well, but she’s even more excited about the collaborative structures she has since learned through professional development. She says the Verso activities work best when she asks a meaty, open-ended question and pairs work in Verso with the Kagan cooperative structures teachers in this district have been using for some time.\u003c/p>\n\u003cp>For example Wilson asked students which founding document was most important to the country: the Declaration of Independence, the Constitution, or the Bill of Rights (students understood the Bill of Rights is part of the Constitution, but thought it should be considered on its own). To formulate answers students had to understand the differences in the documents and make evidence-based arguments. “Some of the things they said were very deep thinking -- it was pretty awesome,” Wilson said.\u003c/p>\n\u003cp>Wilson said preparing Verso lessons takes time because she has to plan a pre-Verso activity to get students thinking on their own, come up with a rich provocation or question for the Verso, and then make sure students debrief afterwards. She uses Verso once every two weeks, but she thinks the practice there is spilling over into students’ writing and academic discourse.\u003c/p>\n\u003cp>Using Verso can be a bit more challenging when there’s a broad array of abilities in the classroom. “With high level honors students that works beautifully,” said Annette Nerone, a seventh grade social studies teacher at Myrtle Beach Middle School. “It’s not as simple with lower-level kids because now you're introducing a lot of different processes in one lesson.” Nerone has more English language learners and kids with special needs in her classes and she finds they need more support with Verso activities because they require so much reading and writing.\u003c/p>\n\u003cp>“The higher level students can jump right in and they’ll basically do it on their own and the conversations are amazing. But with my lower level students, they need more support along the way,” Nerone said. She helps them by simplifying the instructions, offering sentence frames, and giving them lists of helpful vocabulary to include in their answers.\u003c/p>\n\u003cp>She also likes to start activities by having students work together so that the kids who understand more English can help their peers understand the question and documents. Despite the inherent challenges of working with students who are struggling with the language, Nerone says students are proud when they write a response in Verso and see it pop up in the class dialogue.\u003c/p>\n\u003cp>Nerone particularly likes using Verso in conjunction with the Kagan structures. She finds students enjoy the face-to-face interactions. “They’ll write interesting things to one another, but I think it’s kind of like human beings emailing back and forth. When you take the human side out of it you lose so much,” she said.\u003c/p>\n\u003cp>Verso CEO Phil Stubbs agrees that the collaboration piece is key to making Verso a deep learning experience. His team has baked collaborative structures into the \u003ca href=\"https://versolearning.com/campus-features/\" target=\"_blank\" rel=\"noopener\">premium version\u003c/a> of the technology with features like lesson builders, recipe cards, the ability to connect with other teachers, and other \u003ca href=\"https://versolearning.com/teaching-resources/sample-activities/\" target=\"_blank\" rel=\"noopener\">professional development\u003c/a>. “You can only move from best to better if you have collaborative structures,” Stubbs said.\u003c/p>\n\u003cp>Jeanie Dailey has appreciated Stubbs’ commitment to collaboration and the student experience. She knows his job is to sell a product, but she’s found him to be a helpful thought partner as she’s worked with classroom teachers on how to get the most out of the tool in Horry County.\u003c/p>\n\u003cp>“To me the exciting piece is if you can create a model that teachers can follow, step by step by step, you can change how they think about the construction of knowledge,” Dailey said. She believes the model they are following gets students to go from a surface knowledge of a subject to a deeper level of synthesis and reflection in one 60-minute class period. And some teachers even take it a step further, asking kids to think metacognitively about how the comments and suggestions of peers changed their thinking on a topic.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Dailey won’t have data until students take the standardized social studies exam in the spring, but she’s hoping all the writing they’ve done in Verso will boost their performance on the document-based questions. She says seeing improvement on test scores would be nice, but her real goals are bigger than that: “What I want to do as a social studies leader is help provide students with experiences that are enriching to them, that makes them better thinkers, deeper thinkers, more curious thinkers.”\u003c/p>\n\n","blocks":[],"excerpt":"These teachers say they've found a digital tool that melds tried-and-true teacher practices with effective online collaboration.","status":"publish","parent":0,"modified":1517233894,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/CMLab3sUN2w"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2129},"headData":{"title":"A Tech Tool Designed For Collaboration Online And Offline | KQED","description":"These teachers say they've found a digital tool that melds tried-and-true teacher practices with effective online collaboration.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49841 https://ww2.kqed.org/mindshift/?p=49841","disqusUrl":"https://ww2.kqed.org/mindshift/2018/01/29/a-tech-tool-designed-for-collaboration-online-and-offline/","disqusTitle":"A Tech Tool Designed For Collaboration Online And Offline","path":"/mindshift/49841/a-tech-tool-designed-for-collaboration-online-and-offline","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/11/the-connections-between-computer-use-and-learning-outcomes-in-students/\" target=\"_blank\" rel=\"noopener\">lack of clear evidence\u003c/a> that adding technology to classrooms makes them more effective has dimmed some of the excitement around its potential to radically transform learning. Advocates for technology are quick to point out that \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\" target=\"_blank\" rel=\"noopener\">implementation matters\u003c/a>, and getting the most out of technology that allows students to create, collaborate and connect across space and time will require \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\" target=\"_blank\" rel=\"noopener\">fundamental shifts in teaching\u003c/a>. Skeptics, meanwhile, worry that precious education dollars are spent on expensive technology that strips the learning environment of important social dimensions, instead \u003ca href=\"https://ww2.kqed.org/mindshift/2013/01/22/shifting-tactics-rocketship-changes-computer-lab-model/\" target=\"_blank\" rel=\"noopener\">isolating students on screens\u003c/a>.\u003c/p>\n\u003cp>There is truth in both sides of the argument. And \u003ca href=\"https://ww2.kqed.org/mindshift/2017/11/06/its-time-for-a-deeper-conversation-about-how-schools-use-technology/\" target=\"_blank\" rel=\"noopener\">lack of clarity \u003c/a>about how to ensure technology lives up to its potential has led harried teachers to question whether it’s worth their time to change everything they do in the classroom.\u003c/p>\n\u003cp>Educators in Horry County, South Carolina have gone through this cycle of excitement about technology followed by a period of rethinking their strategy over the past few years. “We expected to see things dramatically move towards the use of technology in a very productive, constructive, critical way,” said Jeanie Dailey, a social studies learning specialist for the district. “And I don’t think that happened.”\u003c/p>\n\u003cp>Teachers found, as many others have, that at points devices were distractions to students, they had a tendency to make learning more individualistic, and that adults can’t assume because students have grown up with technology they automatically know how to \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/24/teaching-respect-and-responsibility-even-to-digital-natives/\" target=\"_blank\" rel=\"noopener\">use devices productively\u003c/a>. “The piece that was making me so sad was that the kids weren’t being challenged to think collaboratively using these tools,” Dailey said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that has been a guiding principle of my career is we don't know the talents and strengths of the students in our room.'\u003ccite>Jeanie Dailey, social studies specialist\u003c/cite>\u003c/aside>\n\u003cp>But Dailey and a team of social studies teachers think they may have found a tool that gives them the flexibility to hold onto best practices they’ve long used, while leveraging computing power. \u003ca href=\"https://versolearning.com/\" target=\"_blank\" rel=\"noopener\">Verso Learning\u003c/a> is an Australian company that describes itself as a tool to help teachers take learning from the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener\">surface level to deep thinking\u003c/a> quickly. It’s basically an online communication platform, but Dailey and her team have found it has elevated the quality of thinking and discussion happening in middle school classrooms.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’ve never lost sight of the fact that true literacy is listening, speaking, reading and writing,” said Dailey, who has taught for 40 years. “It’s real simple, but we don’t do it. So I see this as an extension of the work I’ve done in my career. Verso excites me, quite frankly. It gets back to some of the basics, but it has a 21st century feel.”\u003c/p>\n\u003cp>Dailey has plenty of experience teaching these basic tenets of literacy without technology, but she has found elements of the virtual environment on Verso to be particularly powerful for highlighting unexpected pockets of brilliance in the room.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/CMLab3sUN2w\" frameborder=\"0\" gesture=\"media\" allow=\"encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“One of the things that has been a guiding principle of my career is we don’t know the talents and strengths of the students in our room,” Dailey said. “We know the high flyers and we know the ones who don’t perform well.” Because students can interact anonymously on Verso’s platform, and they can’t see other students’ responses until they’ve shared one of their own, Dailey sees more participation and more interaction between students who may never work together otherwise.\u003c/p>\n\u003cp>Unlike many tools that intend to keep students within the program as much as possible, Verso is designed to meld face-to-face interaction with online collaboration. Verso CEO Phil Stubbs says often when teachers first experiment with Verso they make the mistake of using it as an online question asking tool. Stubbs likes to say, “We want to see kids not at their first thinking, but at their best thinking,” something he believes only happens when they’ve been exposed to the ideas of others.\u003c/p>\n\u003cp>For example, a typical activity middle school social studies teachers use starts with a provocative, open-ended question that drives at a hard-to-grasp or core concept in the curriculum. For seventh graders in Horry County studying global history, that prompt might be: What was the biggest cause of the French Revolution?\u003c/p>\n\u003cp>Students are given time to jot down their initial thoughts on paper and then they share their thinking in a small group. Only after they’ve had this initial opportunity to activate their thinking and interact with peers do students begin typing an answer into Verso – getting at what Stubbs would call their best thinking in that moment. Student responses to the question show up anonymously; after sharing their own response students are usually required to read and respond to several of their peers, also anonymously.\u003c/p>\n\u003cp>Then, teachers can easily group students based on their responses to the question. For example, they may put students who agree into a group and then ask them to discuss their thinking in face-to-face groups before collaboratively writing a statement that synthesizes the arguments each member made.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Some of the things they said were very deep thinking -- it was pretty awesome.'\u003ccite>Jennifer Wilson, seventh grade social studies teacher\u003c/cite>\u003c/aside>\n\u003cp>“If you can take kids to a synthesis level in one class, you’ve done a great job,” said Dailey, who is constantly pushing the teachers she coaches to remember that despite the massive amount of content social studies teachers have to cover in a year, none of it will make a lasting impact without deeper thinking.\u003c/p>\n\u003cp>“We run the danger of making it very low level questioning, very right/wrong answer questioning, multiple choice type responses and assessments,” Dailey said. “We run the risk in that kind of environment of forgetting what the big picture is -- that we want to make all kids college and career ready.”\u003c/p>\n\u003cp>For Samantha House, a seventh grade social studies teacher at St. James Middle School (a public school in Horry County), structuring the lesson so there are multiple points of collaboration helps all learners feel comfortable participating. “By the time it’s no longer anonymous they’ve had a lot of opportunities to see correct answers,” House said. “So they’ve learned from their peers.” And, just as importantly in her mind, many of her shy students, as well as those who struggle, have seen their ideas validated by anonymous peer responses. That makes them feel more confident to speak up during small group or whole-class discussions.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Early on House and other teachers realized that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/15/developing-students-ability-to-give-and-take-effective-feedback/\" target=\"_blank\" rel=\"noopener\">students didn’t know how to give one another substantive feedback\u003c/a>. When asked to comment on one another’s contributions in Verso students would write unhelpful things like, “I agree.” In response, teachers started giving them sentence starters to agree, disagree or extend another person’s idea. House says she’s seen an improvement in the academic vocabulary students use when responding to each other. And she's beginning to see that online practice spill over into the conversations students have in-person too.\u003c/p>\n\u003cp>At first House worried that an anonymous online discussion forum like Verso would lead to inappropriate or bullying comments, but she’s been surprised that the only comments her students flag are ones that don’t appropriately use the sentence starters for good feedback.\u003c/p>\n\u003cp>When Jennifer Wilson first tried Verso with her seventh graders at Aynor Middle she hadn’t had any professional development. She used the tool as a space for students to make a claim about the book they were reading and back it up with evidence. That worked well, but she’s even more excited about the collaborative structures she has since learned through professional development. She says the Verso activities work best when she asks a meaty, open-ended question and pairs work in Verso with the Kagan cooperative structures teachers in this district have been using for some time.\u003c/p>\n\u003cp>For example Wilson asked students which founding document was most important to the country: the Declaration of Independence, the Constitution, or the Bill of Rights (students understood the Bill of Rights is part of the Constitution, but thought it should be considered on its own). To formulate answers students had to understand the differences in the documents and make evidence-based arguments. “Some of the things they said were very deep thinking -- it was pretty awesome,” Wilson said.\u003c/p>\n\u003cp>Wilson said preparing Verso lessons takes time because she has to plan a pre-Verso activity to get students thinking on their own, come up with a rich provocation or question for the Verso, and then make sure students debrief afterwards. She uses Verso once every two weeks, but she thinks the practice there is spilling over into students’ writing and academic discourse.\u003c/p>\n\u003cp>Using Verso can be a bit more challenging when there’s a broad array of abilities in the classroom. “With high level honors students that works beautifully,” said Annette Nerone, a seventh grade social studies teacher at Myrtle Beach Middle School. “It’s not as simple with lower-level kids because now you're introducing a lot of different processes in one lesson.” Nerone has more English language learners and kids with special needs in her classes and she finds they need more support with Verso activities because they require so much reading and writing.\u003c/p>\n\u003cp>“The higher level students can jump right in and they’ll basically do it on their own and the conversations are amazing. But with my lower level students, they need more support along the way,” Nerone said. She helps them by simplifying the instructions, offering sentence frames, and giving them lists of helpful vocabulary to include in their answers.\u003c/p>\n\u003cp>She also likes to start activities by having students work together so that the kids who understand more English can help their peers understand the question and documents. Despite the inherent challenges of working with students who are struggling with the language, Nerone says students are proud when they write a response in Verso and see it pop up in the class dialogue.\u003c/p>\n\u003cp>Nerone particularly likes using Verso in conjunction with the Kagan structures. She finds students enjoy the face-to-face interactions. “They’ll write interesting things to one another, but I think it’s kind of like human beings emailing back and forth. When you take the human side out of it you lose so much,” she said.\u003c/p>\n\u003cp>Verso CEO Phil Stubbs agrees that the collaboration piece is key to making Verso a deep learning experience. His team has baked collaborative structures into the \u003ca href=\"https://versolearning.com/campus-features/\" target=\"_blank\" rel=\"noopener\">premium version\u003c/a> of the technology with features like lesson builders, recipe cards, the ability to connect with other teachers, and other \u003ca href=\"https://versolearning.com/teaching-resources/sample-activities/\" target=\"_blank\" rel=\"noopener\">professional development\u003c/a>. “You can only move from best to better if you have collaborative structures,” Stubbs said.\u003c/p>\n\u003cp>Jeanie Dailey has appreciated Stubbs’ commitment to collaboration and the student experience. She knows his job is to sell a product, but she’s found him to be a helpful thought partner as she’s worked with classroom teachers on how to get the most out of the tool in Horry County.\u003c/p>\n\u003cp>“To me the exciting piece is if you can create a model that teachers can follow, step by step by step, you can change how they think about the construction of knowledge,” Dailey said. She believes the model they are following gets students to go from a surface knowledge of a subject to a deeper level of synthesis and reflection in one 60-minute class period. And some teachers even take it a step further, asking kids to think metacognitively about how the comments and suggestions of peers changed their thinking on a topic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Dailey won’t have data until students take the standardized social studies exam in the spring, but she’s hoping all the writing they’ve done in Verso will boost their performance on the document-based questions. She says seeing improvement on test scores would be nice, but her real goals are bigger than that: “What I want to do as a social studies leader is help provide students with experiences that are enriching to them, that makes them better thinkers, deeper thinkers, more curious thinkers.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49841/a-tech-tool-designed-for-collaboration-online-and-offline","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_1028","mindshift_20784","mindshift_21074","mindshift_1040","mindshift_20601","mindshift_125"],"featImg":"mindshift_49845","label":"mindshift"},"mindshift_43596":{"type":"posts","id":"mindshift_43596","meta":{"index":"posts_1591205157","site":"mindshift","id":"43596","score":null,"sort":[1455005111000]},"guestAuthors":[],"slug":"how-to-bring-more-beautiful-questions-back-to-school","title":"How to Bring 'More Beautiful' Questions Back to School","publishDate":1455005111,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In the age of information, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/31/how-are-students-roles-changing-in-the-new-economy-of-information/\" target=\"_blank\">factual answers are easy to find\u003c/a>. Want to know who signed the Declaration of Independence? Google it. Curious about the plot of Nathaniel Hawthorne's famous novel, \"The Scarlet Letter\"? A quick Internet search will easily jog your memory. But while computers are great at spitting out answers, they aren’t very good at asking questions. But luckily, that’s where humans can excel.\u003c/p>\n\u003cp>Curiosity is baked into the human experience. Between the ages of 2 and 5, kids ask on average 40,000 questions, said Warren Berger, author of \u003ca href=\"http://amorebeautifulquestion.com/book-on-questioning-by-warren-berger/\" target=\"_blank\">\"A More Beautiful Question,\"\u003c/a> at the \u003ca href=\"https://www.innovativelearningconference.org/ehome/index.php?eventid=107259&\" target=\"_blank\">Innovative Learning Conference\u003c/a> hosted at the Nueva School. Young kids encounter something new, learn a little bit about it, get curious and then continue to add on a little more information with each new discovery. Warren says that’s where curiosity happens, in the gap between learning something and being exposed to something new.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are a questioner, you are going against the grain. That could appeal to young people.'\u003ccite>Warren Berger, author of '\u003cem>A More Beautiful Question'\u003c/em>\u003c/cite>\u003c/aside>\n\u003cp>“Kids are lighting up their pleasure zones and getting dopamine hits every time they learn something that solves something they were curious about,” Berger said. He contends that questioning is a highly valued skill. Companies are looking for people who can ask \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">deep questions that will solve real problems\u003c/a> and lead to profitable solutions. Equally important, it’s up to an informed citizenry to ask questions about the world, policies and the actions of our government.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dey1Rm5gUxw\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Luckily, kids are hard-wired for that kind of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/04/how-the-power-of-interest-drives-learning/\" target=\"_blank\">generative curiosity\u003c/a>. Unfortunately, “right around age 5 or 6, questioning drops off a cliff,” Berger said. Paradoxically, when kids go to school they stop asking so many questions. “Children enter school as question marks and leave schools as periods,” Berger said, quoting Neil Postman.* But why?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are a lot of understandable reasons why questioning drops off in school. Foremost among them is time. “Time really conspires against questioning,” Berger said. “In the classroom there often isn’t time to let kids ask their questions.” And really good, deep questions often take a lot of time to unravel -- more time than a harried teacher trying to cover all the curriculum often feels she can afford. And while time pressure is a very real part of teaching, not making time for questioning says a lot about how valuable it is to us. People make time for the things they value.\u003c/p>\n\u003cp>But knowledge can also be the enemy of questioning. “As we know more, or feel we know more, we may be less inclined to question,” Berger said. Sometimes answers can close down other avenues of thinking or ways of seeing a problem, but that all depends on how teachers treat knowledge. When treated as a life-long endeavor, learning a little bit about something opens up space to learn more.\u003c/p>\n\u003cp>And of course there are social barriers to questioning. Many kids don’t see asking questions as “cool.” And the perception that question askers are suck-ups or dorks probably also comes from fear. Many people feel vulnerable admitting they don’t know something. They are afraid to offer a window into their inner world by wondering out loud.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>These barriers to questioning are real and challenging, but there are lots of ways parents and teachers can work to make questioning a normal part of school and life. One of the primary ways adults can support questioning, Berger said, is to model curiosity and to value questions. Instead of asking a child, “What did you learn at school today,” a parent might ask, “What great question did you ask today?” Or, when a child asks one of those great, deep questions that gets at why humans are even here, parents could dive in and explore the question with their child.\u003c/p>\n\u003cp>“You don’t have to have the answers. You just have to have the interest,” Berger said. Instead of trying to close off questioning by providing a pat answer or a terse “I don’t know,” parents might say, “If you were going to start answering that question, where would you start?”\u003c/p>\n\u003cp>“We want their questions to be large and expanded instead of being diminished and eventually going away,” Berger said. That philosophy should apply to school as well.\u003c/p>\n\u003cp>\u003cstrong>5 WAYS TO HELP STUDENTS BECOME BETTER QUESTIONERS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Make It Safe:\u003c/strong> “I think this might be the most important one,” Berger said. Many kids won’t raise their hand in front of the whole class to ask a question because they’re shy or nervous. “Fear kills curiosity,” Berger said. “The two things do not exist very well together.” But a student that might be afraid to question in front of the whole group may be willing to ask questions in a smaller group or to write a question down. Teachers can help make small groups even safer by laying out protective rules like “no question can be edited or judged.”\u003c/p>\n\u003cp>“The key thing is it makes questioning the point of the activity, and that is rarely the case,” Berger said. “The point is always to get to the answer.” Asking good questions takes practice. The Right Question Institute \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">offers protocols\u003c/a> to get students questioning, but teachers shouldn’t expect kids to immediately be good at it.\u003c/p>\n\u003cp>\u003cstrong>2. Make it Cool:\u003c/strong> Berger suggests convincing kids that good questions lead to cool stuff and make the world a better place. Furthermore, people who ask good questions are cool people, even rebellious people sometimes. “The people who are really breaking new ground are the people asking questions,” Berger said. “Questioners are the explorers, the mavericks.”\u003c/p>\n\u003cp>And questions can make people uncomfortable, especially when they hit on something true. “If you are a questioner, you are going against the grain,” Berger said. “That could appeal to young people.”\u003c/p>\n\u003cp>\u003cstrong>3. Make It Fun:\u003c/strong> Turning questioning into a game can be a great way to make the process more lighthearted and fun. Frame the process as being a detective, solving riddles or puzzles. One possible game to get kids started is to take closed questions and turn them into open questions and visa versa. This helps kids really understand the difference and what makes a strong question.\u003c/p>\n\u003cp>Students could also approach the issue with \"why\" questions to dig into it, then start asking “what if” questions to open up their imaginations and finally “how might we” questions to begin coming up with solutions. “How might we” is a more invigorating and creative questioning tact that “how could we” or “how should we” prompts, which tend to have more judgment in them.\u003c/p>\n\u003cp>\u003cstrong>4. Make It Rewarding:\u003c/strong> Many students are used to empty praise from their teachers. When students venture a deep question, they commonly hear, “That’s a great question, let’s move on.” But an educator’s genuine interest in the question will be much more powerful than any praise.\u003c/p>\n\u003cp>Additionally, teachers can create structures in their classes to reward questioning. Perhaps there is a best question of the week, where students get to vote on one another’s questions. Or maybe there’s a bonus question on a test that is itself a question: “What question should have been on this test, but wasn’t?”\u003c/p>\n\u003cp>\u003cstrong>5. Make It Stick:\u003c/strong> Questioning has to be a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\">regular part of the school day\u003c/a> for it to become a student habit. The famous comedian George Carlin used to talk about “vuja de,” that none of this has ever happened before. He was joking, but he also credited his ability to look at familiar situations in fresh ways as a key to his success.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/B7LBSDQ14eA\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Educators could follow Carlin’s lead and spend some time one day a week looking at a common object or idea and pushing students to ask questions about it as if they’ve never seen it before. “If you can instill this habit of mind in kids, this is the key to success for innovators,” Berger said.\u003c/p>\n\u003cp>If educators can find the precious minutes to foster these habits, Berger believes it could go a long way to developing critical thinkers. “I know that often times it doesn’t feel like there’s room to do some of these things under the current schedules and demands, but I feel like what needs to be done is small acts of insurrection,” he told educators and parents gathered at the conference.\u003c/p>\n\u003cp>\u003cstrong>Questioning Is About Power\u003c/strong>\u003c/p>\n\u003cp>Feeling confident to question the systems of power around us is one of the key jobs of an informed citizenry. Kids need to learn during their time at school that they have the right to know, to challenge assumptions and to dig deeper. Fostering this mentality in students can be challenging for teachers who are often complicit in systems of control over students. But often when teachers open the space for these questions, value them and explore them with students, a deep trust is built.\u003c/p>\n\u003cp>“I also think questioning matters because questions open up a dialogue instead of shutting it down,” Berger said. He says it’s the honest, thoughtful, respectful questions that start really good discussions. And ultimately could lead to the equity that so many educators and students are striving toward.\u003c/p>\n\u003cp>It’s also important to note that questioning makes a student vulnerable, and every student has a different relationship and experience with standing up to authority. “It’s very possible that there could be some groups of kids who would be more worried about how questioning is going to make them look,” Berger said. “That kid has more at stake,” and teachers need to recognize that.\u003c/p>\n\u003cp>These equity questions are the next topic Berger wants to explore. One study he read showed that upper-income families encouraged questioning in school, while lower-income families told their children to fit in and not rock the boat.\u003c/p>\n\u003cp>“Just because they’re not asking a question doesn’t mean they won’t have them,” Berger said. He’s researching how people are making questioning safe for everyone. Ultimately, questioning and reflecting are the keys to self-growth, something educators want for all their students.\u003c/p>\n\u003cp>“It’s OK to ask ambitious questions about yourself, your life, and that you won’t have the answer right away,” Berger said. Often people don’t ask those kinds of questions because they’re afraid they won’t have the answer. But if questioning deeply has always been part of the learning process, perhaps the next generation of citizens won’t be so afraid to sit with those hard questions.\u003c/p>\n\u003cp>\u003cem>*An earlier version of this story did not properly attribute this quote to Neil Postman. We regret this error.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Young children ask lots of questions, but around the time they enter school, those questions begin to fade. Author Warren Berger outlines five ways to help students become better questioners and nurture a child's curiosity. ","status":"publish","parent":0,"modified":1464997548,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/dey1Rm5gUxw","https://www.youtube.com/embed/B7LBSDQ14eA"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":1919},"headData":{"title":"How to Bring 'More Beautiful' Questions Back to School | KQED","description":"Young children ask lots of questions, but around the time they enter school, those questions begin to fade. Author Warren Berger outlines five ways to help students become better questioners and nurture a child's curiosity. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43596 http://ww2.kqed.org/mindshift/?p=43596","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/09/how-to-bring-more-beautiful-questions-back-to-school/","disqusTitle":"How to Bring 'More Beautiful' Questions Back to School","path":"/mindshift/43596/how-to-bring-more-beautiful-questions-back-to-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the age of information, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/31/how-are-students-roles-changing-in-the-new-economy-of-information/\" target=\"_blank\">factual answers are easy to find\u003c/a>. Want to know who signed the Declaration of Independence? Google it. Curious about the plot of Nathaniel Hawthorne's famous novel, \"The Scarlet Letter\"? A quick Internet search will easily jog your memory. But while computers are great at spitting out answers, they aren’t very good at asking questions. But luckily, that’s where humans can excel.\u003c/p>\n\u003cp>Curiosity is baked into the human experience. Between the ages of 2 and 5, kids ask on average 40,000 questions, said Warren Berger, author of \u003ca href=\"http://amorebeautifulquestion.com/book-on-questioning-by-warren-berger/\" target=\"_blank\">\"A More Beautiful Question,\"\u003c/a> at the \u003ca href=\"https://www.innovativelearningconference.org/ehome/index.php?eventid=107259&\" target=\"_blank\">Innovative Learning Conference\u003c/a> hosted at the Nueva School. Young kids encounter something new, learn a little bit about it, get curious and then continue to add on a little more information with each new discovery. Warren says that’s where curiosity happens, in the gap between learning something and being exposed to something new.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are a questioner, you are going against the grain. That could appeal to young people.'\u003ccite>Warren Berger, author of '\u003cem>A More Beautiful Question'\u003c/em>\u003c/cite>\u003c/aside>\n\u003cp>“Kids are lighting up their pleasure zones and getting dopamine hits every time they learn something that solves something they were curious about,” Berger said. He contends that questioning is a highly valued skill. Companies are looking for people who can ask \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">deep questions that will solve real problems\u003c/a> and lead to profitable solutions. Equally important, it’s up to an informed citizenry to ask questions about the world, policies and the actions of our government.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dey1Rm5gUxw\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Luckily, kids are hard-wired for that kind of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/04/how-the-power-of-interest-drives-learning/\" target=\"_blank\">generative curiosity\u003c/a>. Unfortunately, “right around age 5 or 6, questioning drops off a cliff,” Berger said. Paradoxically, when kids go to school they stop asking so many questions. “Children enter school as question marks and leave schools as periods,” Berger said, quoting Neil Postman.* But why?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are a lot of understandable reasons why questioning drops off in school. Foremost among them is time. “Time really conspires against questioning,” Berger said. “In the classroom there often isn’t time to let kids ask their questions.” And really good, deep questions often take a lot of time to unravel -- more time than a harried teacher trying to cover all the curriculum often feels she can afford. And while time pressure is a very real part of teaching, not making time for questioning says a lot about how valuable it is to us. People make time for the things they value.\u003c/p>\n\u003cp>But knowledge can also be the enemy of questioning. “As we know more, or feel we know more, we may be less inclined to question,” Berger said. Sometimes answers can close down other avenues of thinking or ways of seeing a problem, but that all depends on how teachers treat knowledge. When treated as a life-long endeavor, learning a little bit about something opens up space to learn more.\u003c/p>\n\u003cp>And of course there are social barriers to questioning. Many kids don’t see asking questions as “cool.” And the perception that question askers are suck-ups or dorks probably also comes from fear. Many people feel vulnerable admitting they don’t know something. They are afraid to offer a window into their inner world by wondering out loud.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>These barriers to questioning are real and challenging, but there are lots of ways parents and teachers can work to make questioning a normal part of school and life. One of the primary ways adults can support questioning, Berger said, is to model curiosity and to value questions. Instead of asking a child, “What did you learn at school today,” a parent might ask, “What great question did you ask today?” Or, when a child asks one of those great, deep questions that gets at why humans are even here, parents could dive in and explore the question with their child.\u003c/p>\n\u003cp>“You don’t have to have the answers. You just have to have the interest,” Berger said. Instead of trying to close off questioning by providing a pat answer or a terse “I don’t know,” parents might say, “If you were going to start answering that question, where would you start?”\u003c/p>\n\u003cp>“We want their questions to be large and expanded instead of being diminished and eventually going away,” Berger said. That philosophy should apply to school as well.\u003c/p>\n\u003cp>\u003cstrong>5 WAYS TO HELP STUDENTS BECOME BETTER QUESTIONERS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Make It Safe:\u003c/strong> “I think this might be the most important one,” Berger said. Many kids won’t raise their hand in front of the whole class to ask a question because they’re shy or nervous. “Fear kills curiosity,” Berger said. “The two things do not exist very well together.” But a student that might be afraid to question in front of the whole group may be willing to ask questions in a smaller group or to write a question down. Teachers can help make small groups even safer by laying out protective rules like “no question can be edited or judged.”\u003c/p>\n\u003cp>“The key thing is it makes questioning the point of the activity, and that is rarely the case,” Berger said. “The point is always to get to the answer.” Asking good questions takes practice. The Right Question Institute \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">offers protocols\u003c/a> to get students questioning, but teachers shouldn’t expect kids to immediately be good at it.\u003c/p>\n\u003cp>\u003cstrong>2. Make it Cool:\u003c/strong> Berger suggests convincing kids that good questions lead to cool stuff and make the world a better place. Furthermore, people who ask good questions are cool people, even rebellious people sometimes. “The people who are really breaking new ground are the people asking questions,” Berger said. “Questioners are the explorers, the mavericks.”\u003c/p>\n\u003cp>And questions can make people uncomfortable, especially when they hit on something true. “If you are a questioner, you are going against the grain,” Berger said. “That could appeal to young people.”\u003c/p>\n\u003cp>\u003cstrong>3. Make It Fun:\u003c/strong> Turning questioning into a game can be a great way to make the process more lighthearted and fun. Frame the process as being a detective, solving riddles or puzzles. One possible game to get kids started is to take closed questions and turn them into open questions and visa versa. This helps kids really understand the difference and what makes a strong question.\u003c/p>\n\u003cp>Students could also approach the issue with \"why\" questions to dig into it, then start asking “what if” questions to open up their imaginations and finally “how might we” questions to begin coming up with solutions. “How might we” is a more invigorating and creative questioning tact that “how could we” or “how should we” prompts, which tend to have more judgment in them.\u003c/p>\n\u003cp>\u003cstrong>4. Make It Rewarding:\u003c/strong> Many students are used to empty praise from their teachers. When students venture a deep question, they commonly hear, “That’s a great question, let’s move on.” But an educator’s genuine interest in the question will be much more powerful than any praise.\u003c/p>\n\u003cp>Additionally, teachers can create structures in their classes to reward questioning. Perhaps there is a best question of the week, where students get to vote on one another’s questions. Or maybe there’s a bonus question on a test that is itself a question: “What question should have been on this test, but wasn’t?”\u003c/p>\n\u003cp>\u003cstrong>5. Make It Stick:\u003c/strong> Questioning has to be a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\">regular part of the school day\u003c/a> for it to become a student habit. The famous comedian George Carlin used to talk about “vuja de,” that none of this has ever happened before. He was joking, but he also credited his ability to look at familiar situations in fresh ways as a key to his success.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/B7LBSDQ14eA\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Educators could follow Carlin’s lead and spend some time one day a week looking at a common object or idea and pushing students to ask questions about it as if they’ve never seen it before. “If you can instill this habit of mind in kids, this is the key to success for innovators,” Berger said.\u003c/p>\n\u003cp>If educators can find the precious minutes to foster these habits, Berger believes it could go a long way to developing critical thinkers. “I know that often times it doesn’t feel like there’s room to do some of these things under the current schedules and demands, but I feel like what needs to be done is small acts of insurrection,” he told educators and parents gathered at the conference.\u003c/p>\n\u003cp>\u003cstrong>Questioning Is About Power\u003c/strong>\u003c/p>\n\u003cp>Feeling confident to question the systems of power around us is one of the key jobs of an informed citizenry. Kids need to learn during their time at school that they have the right to know, to challenge assumptions and to dig deeper. Fostering this mentality in students can be challenging for teachers who are often complicit in systems of control over students. But often when teachers open the space for these questions, value them and explore them with students, a deep trust is built.\u003c/p>\n\u003cp>“I also think questioning matters because questions open up a dialogue instead of shutting it down,” Berger said. He says it’s the honest, thoughtful, respectful questions that start really good discussions. And ultimately could lead to the equity that so many educators and students are striving toward.\u003c/p>\n\u003cp>It’s also important to note that questioning makes a student vulnerable, and every student has a different relationship and experience with standing up to authority. “It’s very possible that there could be some groups of kids who would be more worried about how questioning is going to make them look,” Berger said. “That kid has more at stake,” and teachers need to recognize that.\u003c/p>\n\u003cp>These equity questions are the next topic Berger wants to explore. One study he read showed that upper-income families encouraged questioning in school, while lower-income families told their children to fit in and not rock the boat.\u003c/p>\n\u003cp>“Just because they’re not asking a question doesn’t mean they won’t have them,” Berger said. He’s researching how people are making questioning safe for everyone. Ultimately, questioning and reflecting are the keys to self-growth, something educators want for all their students.\u003c/p>\n\u003cp>“It’s OK to ask ambitious questions about yourself, your life, and that you won’t have the answer right away,” Berger said. Often people don’t ask those kinds of questions because they’re afraid they won’t have the answer. But if questioning deeply has always been part of the learning process, perhaps the next generation of citizens won’t be so afraid to sit with those hard questions.\u003c/p>\n\u003cp>\u003cem>*An earlier version of this story did not properly attribute this quote to Neil Postman. We regret this error.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43596/how-to-bring-more-beautiful-questions-back-to-school","authors":["234"],"categories":["mindshift_194","mindshift_20524"],"tags":["mindshift_167","mindshift_20784","mindshift_1040","mindshift_797","mindshift_20601"],"featImg":"mindshift_43603","label":"mindshift"},"mindshift_34496":{"type":"posts","id":"mindshift_34496","meta":{"index":"posts_1591205157","site":"mindshift","id":"34496","score":null,"sort":[1394810522000]},"guestAuthors":[],"slug":"why-its-imperative-to-teach-students-how-to-question-as-the-ultimate-survival-skill","title":"Why It's Imperative to Teach Students How to Question as the Ultimate Survival Skill","publishDate":1394810522,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34502\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34502\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720.jpg\" alt=\"8882590821_71c907e307_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Warren Berger\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Friday March 14 is the 135\u003csup>th\u003c/sup> anniversary of Albert Einstein’s birthday, a good time to think about the importance of asking questions. This was a big theme for Einstein, who told us, “The important thing is not to stop questioning,\"\u003cem> \u003c/em>while also urging us to question everything\u003cem> \u003c/em>and “Never lose a holy curiosity.”\u003c/p>\n\u003cp>Einstein understood that questioning is critical to learning and solving problems. If he were alive today, Einstein would see a world in which questioning has become more important than ever before. But he might also be left wondering why, for the most part, we still don’t encourage questioning or teach it to our children.\u003c/p>\n\u003cp>Let’s start with the growing importance of questioning. Perhaps the best evidence of this can be seen in today’s high-tech world. The leaders of Facebook, Amazon, Google, and a number of other leading companies are known as consummate questioners who constantly ask, \u003cem>Why should we settle for this?\u003c/em> and \u003cem>What if we try something different?\u003c/em> A number of the top executives in Silicon Valley were \u003ca href=\"http://blogs.wsj.com/ideas-market/2011/04/05/the-montessori-mafia/\" target=\"_blank\">educated in Montessori schools\u003c/a>, where their curiosity was given room to roam at a young age.\u003c/p>\n\u003cp>This has served them well in today’s dynamic tech market—because their well-honed questioning skills help them analyze and solve problems, adapt to change, identify fresh opportunities, and lead companies in new directions. Indeed, asking the right question is often the starting point of innovation. In writing my book, \u003cem>A More Beautiful Question\u003c/em>, I traced the origins of many breakthrough inventions and “disruptive” business start-ups—everything from the making of the cell phone to the birth of the internet, along with the launches of the companies Netflix, Nest, and Dropbox—and found that each began with a person pursuing an insightful question no one else was asking at the time. The questions led to answers that, eventually, have led to billion-dollar paydays. It has been said that, in Silicon Valley today, “questions are the new answers.”\u003c/p>\n\u003caside class=\"pullquote alignleft\"> Are our schools doing a good job of preparing students for a world where questioning is a survival skill? \u003c/aside>\n\u003cp>If anything, the ability to ask insightful questions will be even more critical tomorrow than it is today. As change continues to accelerate, tomorrow’s leaders—and the larger workforce—will have to keep learning, updating and adapting what they know, inventing and re-inventing their own jobs and careers through constant, ongoing inquiry.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Given all of this, it’s worth asking: Are our schools doing a good job of preparing students for a world where questioning is a survival skill? Data on student question-asking, gathered by the National Center for Education Statistics, is not encouraging. It shows question-asking declines steadily throughout the school years [\u003ca href=\"http://nces.ed.gov/nationsreportcard/pdf/main2009/2011455.pdf\" target=\"_blank\">PDF\u003c/a> of the report]. Interestingly, \u003ca href=\"http://thegallupblog.gallup.com/2013/01/the-school-cliff-student-engagement.html\" target=\"_blank\">a separate study from Gallup\u003c/a> shows that “student engagement” is dropping at about the same alarming rate as questioning.\u003c/p>\n\u003cp>A number of factors may contribute to a decline in questioning-asking. As kids mature and begin to “know” more, it’s understandable they might feel less need to ask. But Harvard University education \u003ca href=\"http://www.gse.harvard.edu/news/features/harris03012002.html\">professor Paul Harris\u003c/a> points out that young children also seem to feel less safe asking questions as they move from being at home with parents to being in a classroom with a teacher and other kids.\u003c/p>\n\u003cp>It doesn’t help that in many classrooms, there’s little encouragement—and almost no teaching—of questioning. Tony Wagner, an expert in residence at Harvard’s Innovation Lab (and a former schoolteacher himself), reports that in his observation of classrooms, the message from teachers is, “‘We don’t have time for student questions—because that will take time away from the number of answers I have to cover.’” This is not to suggest teachers are happy with this situation; as one California high school teacher\u003ca href=\"http://www.nytimes.com/2011/02/05/us/05science.html?_r=0\" target=\"_blank\"> lamented to\u003c/a> \u003cem>The New York Times\u003c/em>, “I have so many state standards I have to teach concept-wise, it takes away time from what I find most valuable—which is to have [students] inquire about the world.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"4c160a2ae4c03e0ee3adb4e71e856db3\"]\u003c/p>\n\u003cp>To make matters worse, peer pressure may also be inhibiting student questioning. Jack Andraka—who, at age 16, developed a breakthrough new way to screen for cancer—is an incredibly curious young man, but even \u003cem>he\u003c/em> doesn’t ask many questions in class, he told me. Andraka says the teachers at his high school aren’t particularly welcoming of his questions, and beyond that, among most students it’s seen as “uncool” to ask questions in class.\u003c/p>\n\u003cp>\u003cstrong>ASKING MORE QUESTIONS\u003c/strong>\u003c/p>\n\u003cp>There are no easy solutions to this multi-part problem, but if we want kids to question more—and as Einstein told us, the way to get to better questions is by asking \u003cem>more\u003c/em> questions—then we may need to find ways to make the act of questioning both “safe” and “cool.” The Right Question Institute (\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\" target=\"_blank\">profiled on MindShift\u003c/a>), a nonprofit group focused on teaching questioning in schools, encourages teachers to run group exercises dedicated entirely to formulating questions. RQI has observed, and teachers using the program back this up, that when you actually allow and encourage questioning in this way, students tend to be more comfortable and willing to ask questions—and some even take pride in the questions they ask.\u003c/p>\n\u003cp>As for making questioning cool? Here’s a thought: Teachers might try pointing out all the “cool stuff” that has resulted from questioning. Those smartphones kids love, and many of the apps on the phones? They only happened because someone was willing to question the status quo. Indeed, kids should know that the true innovators in art, music, even sports—everyone from Beyonce to that free-thinking Olympic snowboarder Sage Kotsenburg—are often those willing and able to ask “Why not?” and “What if?” You don’t have to be Einstein to understand that this aptitude for questioning is, itself, a pretty cool “app”—and one worth figuring out how to use.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Warren Berger is the author of \u003ca href=\"http://warrenberger.com/books/a_more_beautiful_question\" target=\"_blank\">A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas \u003c/a>(Bloomsbury). On Einstein’s birthday, he invites readers to visit \u003ca href=\"http://questionday2014.com/\" target=\"_blank\">QuestionDay2014.com\u003c/a> for ideas on celebrating the importance of questioning.\u003cbr>\n\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Are our schools doing a good job of preparing students for a world where questioning is a survival skill? ","status":"publish","parent":0,"modified":1394810917,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1105},"headData":{"title":"Why It's Imperative to Teach Students How to Question as the Ultimate Survival Skill | KQED","description":"Are our schools doing a good job of preparing students for a world where questioning is a survival skill? ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"34496 http://blogs.kqed.org/mindshift/?p=34496","disqusUrl":"https://ww2.kqed.org/mindshift/2014/03/14/why-its-imperative-to-teach-students-how-to-question-as-the-ultimate-survival-skill/","disqusTitle":"Why It's Imperative to Teach Students How to Question as the Ultimate Survival Skill","path":"/mindshift/34496/why-its-imperative-to-teach-students-how-to-question-as-the-ultimate-survival-skill","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34502\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34502\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720.jpg\" alt=\"8882590821_71c907e307_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Warren Berger\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Friday March 14 is the 135\u003csup>th\u003c/sup> anniversary of Albert Einstein’s birthday, a good time to think about the importance of asking questions. This was a big theme for Einstein, who told us, “The important thing is not to stop questioning,\"\u003cem> \u003c/em>while also urging us to question everything\u003cem> \u003c/em>and “Never lose a holy curiosity.”\u003c/p>\n\u003cp>Einstein understood that questioning is critical to learning and solving problems. If he were alive today, Einstein would see a world in which questioning has become more important than ever before. But he might also be left wondering why, for the most part, we still don’t encourage questioning or teach it to our children.\u003c/p>\n\u003cp>Let’s start with the growing importance of questioning. Perhaps the best evidence of this can be seen in today’s high-tech world. The leaders of Facebook, Amazon, Google, and a number of other leading companies are known as consummate questioners who constantly ask, \u003cem>Why should we settle for this?\u003c/em> and \u003cem>What if we try something different?\u003c/em> A number of the top executives in Silicon Valley were \u003ca href=\"http://blogs.wsj.com/ideas-market/2011/04/05/the-montessori-mafia/\" target=\"_blank\">educated in Montessori schools\u003c/a>, where their curiosity was given room to roam at a young age.\u003c/p>\n\u003cp>This has served them well in today’s dynamic tech market—because their well-honed questioning skills help them analyze and solve problems, adapt to change, identify fresh opportunities, and lead companies in new directions. Indeed, asking the right question is often the starting point of innovation. In writing my book, \u003cem>A More Beautiful Question\u003c/em>, I traced the origins of many breakthrough inventions and “disruptive” business start-ups—everything from the making of the cell phone to the birth of the internet, along with the launches of the companies Netflix, Nest, and Dropbox—and found that each began with a person pursuing an insightful question no one else was asking at the time. The questions led to answers that, eventually, have led to billion-dollar paydays. It has been said that, in Silicon Valley today, “questions are the new answers.”\u003c/p>\n\u003caside class=\"pullquote alignleft\"> Are our schools doing a good job of preparing students for a world where questioning is a survival skill? \u003c/aside>\n\u003cp>If anything, the ability to ask insightful questions will be even more critical tomorrow than it is today. As change continues to accelerate, tomorrow’s leaders—and the larger workforce—will have to keep learning, updating and adapting what they know, inventing and re-inventing their own jobs and careers through constant, ongoing inquiry.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Given all of this, it’s worth asking: Are our schools doing a good job of preparing students for a world where questioning is a survival skill? Data on student question-asking, gathered by the National Center for Education Statistics, is not encouraging. It shows question-asking declines steadily throughout the school years [\u003ca href=\"http://nces.ed.gov/nationsreportcard/pdf/main2009/2011455.pdf\" target=\"_blank\">PDF\u003c/a> of the report]. Interestingly, \u003ca href=\"http://thegallupblog.gallup.com/2013/01/the-school-cliff-student-engagement.html\" target=\"_blank\">a separate study from Gallup\u003c/a> shows that “student engagement” is dropping at about the same alarming rate as questioning.\u003c/p>\n\u003cp>A number of factors may contribute to a decline in questioning-asking. As kids mature and begin to “know” more, it’s understandable they might feel less need to ask. But Harvard University education \u003ca href=\"http://www.gse.harvard.edu/news/features/harris03012002.html\">professor Paul Harris\u003c/a> points out that young children also seem to feel less safe asking questions as they move from being at home with parents to being in a classroom with a teacher and other kids.\u003c/p>\n\u003cp>It doesn’t help that in many classrooms, there’s little encouragement—and almost no teaching—of questioning. Tony Wagner, an expert in residence at Harvard’s Innovation Lab (and a former schoolteacher himself), reports that in his observation of classrooms, the message from teachers is, “‘We don’t have time for student questions—because that will take time away from the number of answers I have to cover.’” This is not to suggest teachers are happy with this situation; as one California high school teacher\u003ca href=\"http://www.nytimes.com/2011/02/05/us/05science.html?_r=0\" target=\"_blank\"> lamented to\u003c/a> \u003cem>The New York Times\u003c/em>, “I have so many state standards I have to teach concept-wise, it takes away time from what I find most valuable—which is to have [students] inquire about the world.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>To make matters worse, peer pressure may also be inhibiting student questioning. Jack Andraka—who, at age 16, developed a breakthrough new way to screen for cancer—is an incredibly curious young man, but even \u003cem>he\u003c/em> doesn’t ask many questions in class, he told me. Andraka says the teachers at his high school aren’t particularly welcoming of his questions, and beyond that, among most students it’s seen as “uncool” to ask questions in class.\u003c/p>\n\u003cp>\u003cstrong>ASKING MORE QUESTIONS\u003c/strong>\u003c/p>\n\u003cp>There are no easy solutions to this multi-part problem, but if we want kids to question more—and as Einstein told us, the way to get to better questions is by asking \u003cem>more\u003c/em> questions—then we may need to find ways to make the act of questioning both “safe” and “cool.” The Right Question Institute (\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\" target=\"_blank\">profiled on MindShift\u003c/a>), a nonprofit group focused on teaching questioning in schools, encourages teachers to run group exercises dedicated entirely to formulating questions. RQI has observed, and teachers using the program back this up, that when you actually allow and encourage questioning in this way, students tend to be more comfortable and willing to ask questions—and some even take pride in the questions they ask.\u003c/p>\n\u003cp>As for making questioning cool? Here’s a thought: Teachers might try pointing out all the “cool stuff” that has resulted from questioning. Those smartphones kids love, and many of the apps on the phones? They only happened because someone was willing to question the status quo. Indeed, kids should know that the true innovators in art, music, even sports—everyone from Beyonce to that free-thinking Olympic snowboarder Sage Kotsenburg—are often those willing and able to ask “Why not?” and “What if?” You don’t have to be Einstein to understand that this aptitude for questioning is, itself, a pretty cool “app”—and one worth figuring out how to use.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Warren Berger is the author of \u003ca href=\"http://warrenberger.com/books/a_more_beautiful_question\" target=\"_blank\">A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas \u003c/a>(Bloomsbury). On Einstein’s birthday, he invites readers to visit \u003ca href=\"http://questionday2014.com/\" target=\"_blank\">QuestionDay2014.com\u003c/a> for ideas on celebrating the importance of questioning.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34496/why-its-imperative-to-teach-students-how-to-question-as-the-ultimate-survival-skill","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_20601"],"label":"mindshift"},"mindshift_24472":{"type":"posts","id":"mindshift_24472","meta":{"index":"posts_1591205157","site":"mindshift","id":"24472","score":null,"sort":[1351260043000]},"guestAuthors":[],"slug":"for-students-why-the-question-is-more-important-than-the-answer","title":"For Students, Why the Question is More Important Than the Answer","publishDate":1351260043,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_24577\" class=\"module image alignnone mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/attachment/134031979/\" rel=\"attachment wp-att-24577\">\u003cimg class=\"size-large wp-image-24577\" title=\"134031979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/134031979-620x352.jpg\" alt=\"\" width=\"620\" height=\"352\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it's a passive model that relies on students to absorb information they need to reproduce on tests.\u003c/p>\n\u003cp>What would happen if the roles were flipped and students asked the questions?\u003c/p>\n\u003cp>That's the premise of the \u003ca href=\"http://rightquestion.org/about/mission/\">Right Question Institute\u003c/a> and a new book by its co-directors Dan Rothstein and Luz Santana. The book, \u003cem>\u003ca href=\"http://rightquestion.org/make-just-one-change/\">Make Just One Change: Teach Students to Ask Their Own Questions\u003c/a>\u003c/em>, documents a step-by-step process to help students formulate and prioritize questions about nearly everything.\u003c/p>\n\u003cp>Coming up with the right question involves vigorously thinking through the problem, investigating it from various angles, turning closed questions into open-ended ones and prioritizing which are the most important questions to get at the heart of the matter.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“We’ve been underestimating how well our kids can think.\"\u003c/p>\n\u003c/aside>\n\u003cp>“We’ve been underestimating how well our kids can think.\" Rothstein said in a recent discussion on the talk show \u003ca href=\"http://www.kqed.org/a/forum/R201210171000\">Forum\u003c/a>. “We see consistently that there are three outcomes. One is that students are more engaged. Second, they take more ownership, which for teachers, this is a huge thing. And the third outcome is they learn more – we see better quality work.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On the teacher's part, the role becomes more a facilitator than an instructor.\u003c/p>\n\u003cp>“What happens is the teacher plays a different role,\" Santana said. \"They lead students into thinking. The process of teaching students to ask their own questions allows teachers to communicate what they need to around curriculum. The difference is that the students are thinking and doing more, rather than the teacher.”\u003c/p>\n\u003cp>Rothstein and Santana call their method the \u003ca href=\"http://rightquestion.org/education/\">Question Formulation Technique\u003c/a>. The idea is that if students are engaged in deciding what question to answer they will also be invested in discovering the answer. Both teachers and students say the method has been both empowering and difficult. Kids who had long been struggling in school said they felt smart, the authors said.\u003c/p>\n\u003cp>It’s a bit like the Socratic method flipped on its head. Socrates wandered around Athens asking questions to get at a deeper truth. Since then philosophy and law teachers have used questions as a way to get students to think more deeply, rather than giving them the information directly. The Question Formulation Technique turns that dynamic around and asks the students to come up with the questions that speak to the core of a topic. The quest is for the question, not the answer.\u003c/p>\n\u003cp>If the concept feels a bit opaque, the book lays out a step-by-step process for guiding reticent students along the Socratic path, even laying out potential road blocks and work-arounds, which were developed over years of trial and error. In the end, students develop higher order thinking skills that will help them make decisions and think for themselves in any situation throughout life. Santana calls these \"foundational skills\" that are rarely taught formally, even though they are used all the time.\u003c/p>\n\u003cp>An \u003ca href=\"http://rightquestion.org/education/\">excerpt of \u003cem>Make Just One Change\u003c/em>\u003c/a> below lays out rules for students to follow as they produce their first set of questions. The questions are focused around what Rothstein and Santana call the \"Question Focus\" or \"QFocus.\" This is a guiding topic for the questions that students should be producing.\u003c/p>\n\u003cp>\u003cem>Rule 1: Ask As Many Questions as You Can (Gives License to Ask).\u003c/em> There are a number of potential stumbling blocks related to this rule, including:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Students struggle trying to produce the questions:\u003c/strong> Give them time to think. Repeat the QFocus and the rules but do not give examples of questions.\u003c/li>\n\u003cli>\u003cstrong>Students ask for examples:\u003c/strong> Do not give examples. Repeat: \u003cem>Do not give examples.\u003c/em> When you give examples you are setting direction for the questions. Students need to struggle with this a bit. If they are completely stuck, you can use question starters. For example: \"You can start a question with words like \u003cem>what, when\u003c/em> or \u003cem>how\u003c/em>. Use one of these words to produce a question about [our QFocus].\" Question starters will be a good strategy for when students are stuck or when they have produced very few questions.\u003c/li>\n\u003cli>\u003cstrong>Groups are working at different pace:\u003c/strong> While some of your small groups will have lots of questions, others will not. This is fine. The work during this exercise should not be judged by the number of questions students produced. If some of your groups are slow in producing questions, just make sure they stay on task by reminding them of the rules.\u003c/li>\n\u003cli>\u003cstrong>Some students are not participating or one student is producing all the questions:\u003c/strong> Remind students about the task and the rules. All group members should contribute questions including the scribe. Remind students of this first rule. All questions are welcomed and valued which will allow the reluctant student to participate.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Rule 2: Do Not Stop to Discuss, Judge, or Answer Any Question\u003c/em> (Creates Safe Space and Protection). Students want to answer a question as it comes up. This rule says it all: do not stop to answer, judge, or discuss. Let students know that there will be opportunities for discussion and addressing the questions in other steps of the process.\u003c/p>\n\u003cp>\u003cem>Rule 3: Write Down Every Question Exactly as It Is Stated\u003c/em> (Levels the Playing Field So All Questions and Voices Are Respected.) Sometimes it will be difficult for the scribe to keep track of the question and all the words. The challenge is to make sure each question is captured, especially if there's a flurry of questions. Remind students that the whole group is responsible for each question to be written exactly as it was asked. Group members can help the scribe in remembering and recording all the questions.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Rule 4: Change Any Statement into a Question\u003c/em> (Insists on the Discipline of Phrasing, Asking, and Thinking in Questions, Not Statement). Potential challenges that may arise with rule 4 include:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Students get off task and start talking:\u003c/strong> Make sure students stay focused on asking questions. Sometimes you will see students getting off-task -- talking or discussing. other times they might think they have asked a question when they have not, using statements or even phrases rather than questions. If you see any of these happening just ask them to change what they were talking about or the statement they wrote into a question.\u003c/li>\n\u003cli>\u003cstrong>Students are confused about the instructions:\u003c/strong> Confusion could be a result of requesting students to work differently. Repeat the QFocus and the rules to clarify but do not overexplain.\u003c/li>\n\u003cli>\u003cstrong>The QFocus is not working:\u003c/strong> It is important to have a backup plan if the QFocus doesn't work. Plan alternative ways to present the same QFocus. Do not try to explain or give information about the QFocus but give the instructions in a different way. \"I want you to ask questions about [alternative QFocus].\" Explore with students what is it that they don't understand; this will allow you to restate the instructions in a way they understand.\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":"In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it's a passive model that relies on students to absorb information they need to reproduce on tests. What would happen if the roles were flipped and students asked the questions?","status":"publish","parent":0,"modified":1427393669,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1198},"headData":{"title":"For Students, Why the Question is More Important Than the Answer | KQED","description":"In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it's a passive model that relies on students to absorb information they need to reproduce on tests. What would happen if the roles were flipped and students asked the questions?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"24472 http://blogs.kqed.org/mindshift/?p=24472","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/26/for-students-why-the-question-is-more-important-than-the-answer/","disqusTitle":"For Students, Why the Question is More Important Than the Answer","path":"/mindshift/24472/for-students-why-the-question-is-more-important-than-the-answer","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_24577\" class=\"module image alignnone mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/attachment/134031979/\" rel=\"attachment wp-att-24577\">\u003cimg class=\"size-large wp-image-24577\" title=\"134031979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/134031979-620x352.jpg\" alt=\"\" width=\"620\" height=\"352\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it's a passive model that relies on students to absorb information they need to reproduce on tests.\u003c/p>\n\u003cp>What would happen if the roles were flipped and students asked the questions?\u003c/p>\n\u003cp>That's the premise of the \u003ca href=\"http://rightquestion.org/about/mission/\">Right Question Institute\u003c/a> and a new book by its co-directors Dan Rothstein and Luz Santana. The book, \u003cem>\u003ca href=\"http://rightquestion.org/make-just-one-change/\">Make Just One Change: Teach Students to Ask Their Own Questions\u003c/a>\u003c/em>, documents a step-by-step process to help students formulate and prioritize questions about nearly everything.\u003c/p>\n\u003cp>Coming up with the right question involves vigorously thinking through the problem, investigating it from various angles, turning closed questions into open-ended ones and prioritizing which are the most important questions to get at the heart of the matter.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“We’ve been underestimating how well our kids can think.\"\u003c/p>\n\u003c/aside>\n\u003cp>“We’ve been underestimating how well our kids can think.\" Rothstein said in a recent discussion on the talk show \u003ca href=\"http://www.kqed.org/a/forum/R201210171000\">Forum\u003c/a>. “We see consistently that there are three outcomes. One is that students are more engaged. Second, they take more ownership, which for teachers, this is a huge thing. And the third outcome is they learn more – we see better quality work.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On the teacher's part, the role becomes more a facilitator than an instructor.\u003c/p>\n\u003cp>“What happens is the teacher plays a different role,\" Santana said. \"They lead students into thinking. The process of teaching students to ask their own questions allows teachers to communicate what they need to around curriculum. The difference is that the students are thinking and doing more, rather than the teacher.”\u003c/p>\n\u003cp>Rothstein and Santana call their method the \u003ca href=\"http://rightquestion.org/education/\">Question Formulation Technique\u003c/a>. The idea is that if students are engaged in deciding what question to answer they will also be invested in discovering the answer. Both teachers and students say the method has been both empowering and difficult. Kids who had long been struggling in school said they felt smart, the authors said.\u003c/p>\n\u003cp>It’s a bit like the Socratic method flipped on its head. Socrates wandered around Athens asking questions to get at a deeper truth. Since then philosophy and law teachers have used questions as a way to get students to think more deeply, rather than giving them the information directly. The Question Formulation Technique turns that dynamic around and asks the students to come up with the questions that speak to the core of a topic. The quest is for the question, not the answer.\u003c/p>\n\u003cp>If the concept feels a bit opaque, the book lays out a step-by-step process for guiding reticent students along the Socratic path, even laying out potential road blocks and work-arounds, which were developed over years of trial and error. In the end, students develop higher order thinking skills that will help them make decisions and think for themselves in any situation throughout life. Santana calls these \"foundational skills\" that are rarely taught formally, even though they are used all the time.\u003c/p>\n\u003cp>An \u003ca href=\"http://rightquestion.org/education/\">excerpt of \u003cem>Make Just One Change\u003c/em>\u003c/a> below lays out rules for students to follow as they produce their first set of questions. The questions are focused around what Rothstein and Santana call the \"Question Focus\" or \"QFocus.\" This is a guiding topic for the questions that students should be producing.\u003c/p>\n\u003cp>\u003cem>Rule 1: Ask As Many Questions as You Can (Gives License to Ask).\u003c/em> There are a number of potential stumbling blocks related to this rule, including:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Students struggle trying to produce the questions:\u003c/strong> Give them time to think. Repeat the QFocus and the rules but do not give examples of questions.\u003c/li>\n\u003cli>\u003cstrong>Students ask for examples:\u003c/strong> Do not give examples. Repeat: \u003cem>Do not give examples.\u003c/em> When you give examples you are setting direction for the questions. Students need to struggle with this a bit. If they are completely stuck, you can use question starters. For example: \"You can start a question with words like \u003cem>what, when\u003c/em> or \u003cem>how\u003c/em>. Use one of these words to produce a question about [our QFocus].\" Question starters will be a good strategy for when students are stuck or when they have produced very few questions.\u003c/li>\n\u003cli>\u003cstrong>Groups are working at different pace:\u003c/strong> While some of your small groups will have lots of questions, others will not. This is fine. The work during this exercise should not be judged by the number of questions students produced. If some of your groups are slow in producing questions, just make sure they stay on task by reminding them of the rules.\u003c/li>\n\u003cli>\u003cstrong>Some students are not participating or one student is producing all the questions:\u003c/strong> Remind students about the task and the rules. All group members should contribute questions including the scribe. Remind students of this first rule. All questions are welcomed and valued which will allow the reluctant student to participate.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Rule 2: Do Not Stop to Discuss, Judge, or Answer Any Question\u003c/em> (Creates Safe Space and Protection). Students want to answer a question as it comes up. This rule says it all: do not stop to answer, judge, or discuss. Let students know that there will be opportunities for discussion and addressing the questions in other steps of the process.\u003c/p>\n\u003cp>\u003cem>Rule 3: Write Down Every Question Exactly as It Is Stated\u003c/em> (Levels the Playing Field So All Questions and Voices Are Respected.) Sometimes it will be difficult for the scribe to keep track of the question and all the words. The challenge is to make sure each question is captured, especially if there's a flurry of questions. Remind students that the whole group is responsible for each question to be written exactly as it was asked. Group members can help the scribe in remembering and recording all the questions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Rule 4: Change Any Statement into a Question\u003c/em> (Insists on the Discipline of Phrasing, Asking, and Thinking in Questions, Not Statement). Potential challenges that may arise with rule 4 include:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Students get off task and start talking:\u003c/strong> Make sure students stay focused on asking questions. Sometimes you will see students getting off-task -- talking or discussing. other times they might think they have asked a question when they have not, using statements or even phrases rather than questions. If you see any of these happening just ask them to change what they were talking about or the statement they wrote into a question.\u003c/li>\n\u003cli>\u003cstrong>Students are confused about the instructions:\u003c/strong> Confusion could be a result of requesting students to work differently. Repeat the QFocus and the rules to clarify but do not overexplain.\u003c/li>\n\u003cli>\u003cstrong>The QFocus is not working:\u003c/strong> It is important to have a backup plan if the QFocus doesn't work. Plan alternative ways to present the same QFocus. Do not try to explain or give information about the QFocus but give the instructions in a different way. \"I want you to ask questions about [alternative QFocus].\" Explore with students what is it that they don't understand; this will allow you to restate the instructions in a way they understand.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24472/for-students-why-the-question-is-more-important-than-the-answer","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_20601"],"featImg":"mindshift_24577","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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