How to Create Deeper Student Learning Experiences Through Authentic Questions
Giving Students Stepping Stones For Participation To Lift Up Their Voices
Getting Inside Students' Minds: Why Misconceptions Are So Powerful
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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":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Create Deeper Student Learning Experiences Through Authentic Questions","datePublished":"2019-09-16T07:25:57.000Z","dateModified":"2019-09-16T07:32:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"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_53108":{"type":"posts","id":"mindshift_53108","meta":{"index":"posts_1591205157","site":"mindshift","id":"53108","score":null,"sort":[1551428617000]},"guestAuthors":[],"slug":"giving-students-stepping-stones-for-participation-to-lift-up-their-voices","title":"Giving Students Stepping Stones For Participation To Lift Up Their Voices","publishDate":1551428617,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Getting students to engage in academic dialogue can be challenging. Many students are shy, lack confidence, don't know how to begin, or are content to let the same few students dominate a conversation. But when every student is participating and sharing their perspectives it's a beautiful thing.\u003c/p>\n\u003cp>\"Everything about activating a child's cognitive skills begins with activating their social connectedness,\" said Dr. Pamela Cantor, Founder and Senior Science Advisor for Turnaround for Children in an \u003ca href=\"https://www.edutopia.org/how-learning-happens\" target=\"_blank\" rel=\"noopener\">Edutopia video series\u003c/a> on applying the science of learning. \"Verbalizing and using language, and working with peers creates that kind of social stimulus that drives the development of the brain.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/video/encouraging-academic-conversations-talk-moves\" target=\"_blank\" rel=\"noopener\">\"Talk moves,\"\u003c/a> or sentence starters, can serve as a reminder for how to challenge a classmate's thinking politely or invite them into a conversation. Language arts teacher Catherine Paul tapes the talk moves to the tables in her classroom and encourages students to keep track of when they use them with little check marks on a Post-it.\u003c/p>\n\u003cp>\"They help enormously with language learners,\" said Paul. \"They give everybody a platform to jump into a conversation, because half the sentence is there for them already. But they also challenge other types of learners who may be accustomed to doing independent work, and they need a bridge to collaborate more with a group. It pushes kids out of their comfort zone of social conversations, and it moves them more towards a professional and an academic kind of register.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/kSI4imt0dXg\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For older students, socratic circles can offer a way to practice making reasoned arguments using evidence in a calm way. Allison Beattie, a tenth grade history teacher in Springfield, Massachusetts, realized that after a six-week unit on the Civil War students needed a space to talk about their feelings. She planned a socratic circle, finding 15 different leveled texts for students, so everyone had evidence they could access and use in a discussion.\u003c/p>\n\u003cp>\"One thing we know from the science of learning is that complex instruction needs to be scaffolded, that students need to be enabled to take each step along the path,\" said Dr. Linda Darling-Hammond, President and CEO of Learning Policy Institute in an \u003ca href=\"https://www.edutopia.org/video/scaffolding-discussion-skills-socratic-circle\" target=\"_blank\" rel=\"noopener\">Edutopia video\u003c/a>. \"And in this classroom, we see a very sophisticated conversation being scaffolded to help them learn how to talk to each other about this very difficult concept in a very respectful and thoughtful way.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/e3IBLKYaK1E\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Beattie even thought carefully about how more introverted students could participate in the discussion, introducing a \"note tracking\" role to help students stay engaged, and reflect on the discussion.\u003c/p>\n\n","blocks":[],"excerpt":"When students discuss their learning with peers they solidify and deepen their understanding. These strategies support students to both participate and invite others into discussion.","status":"publish","parent":0,"modified":1551428617,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/kSI4imt0dXg","https://www.youtube.com/embed/e3IBLKYaK1E"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":432},"headData":{"title":"Giving Students Stepping Stones For Participation To Lift Up Their Voices | KQED","description":"When students discuss their learning with peers they solidify and deepen their understanding. These strategies support students to both participate and invite others into discussion.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Giving Students Stepping Stones For Participation To Lift Up Their Voices","datePublished":"2019-03-01T08:23:37.000Z","dateModified":"2019-03-01T08:23:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53108 https://ww2.kqed.org/mindshift/?p=53108","disqusUrl":"https://ww2.kqed.org/mindshift/2019/03/01/giving-students-stepping-stones-for-participation-to-lift-up-their-voices/","disqusTitle":"Giving Students Stepping Stones For Participation To Lift Up Their Voices","path":"/mindshift/53108/giving-students-stepping-stones-for-participation-to-lift-up-their-voices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Getting students to engage in academic dialogue can be challenging. Many students are shy, lack confidence, don't know how to begin, or are content to let the same few students dominate a conversation. But when every student is participating and sharing their perspectives it's a beautiful thing.\u003c/p>\n\u003cp>\"Everything about activating a child's cognitive skills begins with activating their social connectedness,\" said Dr. Pamela Cantor, Founder and Senior Science Advisor for Turnaround for Children in an \u003ca href=\"https://www.edutopia.org/how-learning-happens\" target=\"_blank\" rel=\"noopener\">Edutopia video series\u003c/a> on applying the science of learning. \"Verbalizing and using language, and working with peers creates that kind of social stimulus that drives the development of the brain.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/video/encouraging-academic-conversations-talk-moves\" target=\"_blank\" rel=\"noopener\">\"Talk moves,\"\u003c/a> or sentence starters, can serve as a reminder for how to challenge a classmate's thinking politely or invite them into a conversation. Language arts teacher Catherine Paul tapes the talk moves to the tables in her classroom and encourages students to keep track of when they use them with little check marks on a Post-it.\u003c/p>\n\u003cp>\"They help enormously with language learners,\" said Paul. \"They give everybody a platform to jump into a conversation, because half the sentence is there for them already. But they also challenge other types of learners who may be accustomed to doing independent work, and they need a bridge to collaborate more with a group. It pushes kids out of their comfort zone of social conversations, and it moves them more towards a professional and an academic kind of register.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/kSI4imt0dXg\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\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>For older students, socratic circles can offer a way to practice making reasoned arguments using evidence in a calm way. Allison Beattie, a tenth grade history teacher in Springfield, Massachusetts, realized that after a six-week unit on the Civil War students needed a space to talk about their feelings. She planned a socratic circle, finding 15 different leveled texts for students, so everyone had evidence they could access and use in a discussion.\u003c/p>\n\u003cp>\"One thing we know from the science of learning is that complex instruction needs to be scaffolded, that students need to be enabled to take each step along the path,\" said Dr. Linda Darling-Hammond, President and CEO of Learning Policy Institute in an \u003ca href=\"https://www.edutopia.org/video/scaffolding-discussion-skills-socratic-circle\" target=\"_blank\" rel=\"noopener\">Edutopia video\u003c/a>. \"And in this classroom, we see a very sophisticated conversation being scaffolded to help them learn how to talk to each other about this very difficult concept in a very respectful and thoughtful way.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/e3IBLKYaK1E\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Beattie even thought carefully about how more introverted students could participate in the discussion, introducing a \"note tracking\" role to help students stay engaged, and reflect on the discussion.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53108/giving-students-stepping-stones-for-participation-to-lift-up-their-voices","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21251","mindshift_20784","mindshift_1040","mindshift_20989"],"featImg":"mindshift_53117","label":"mindshift"},"mindshift_44744":{"type":"posts","id":"mindshift_44744","meta":{"index":"posts_1591205157","site":"mindshift","id":"44744","score":null,"sort":[1461007166000]},"guestAuthors":[],"slug":"getting-inside-students-minds-why-misconceptions-are-so-powerful","title":"Getting Inside Students' Minds: Why Misconceptions Are So Powerful","publishDate":1461007166,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Think about our planet for a second. Earth has an elliptical — oval-shaped --orbit. That means we're closer to the sun for one part of the year and farther away another part of the year.\u003c/p>\n\u003cp>Does that fact explain why it's hotter in the summer and colder in the winter?\u003c/p>\n\u003cp>Lots of kids think it does. Lots of adults think so too. And they're wrong.*\u003c/p>\n\u003cp>Philip Sadler is both a professor of astronomy and the director of the Science Education department at Harvard University, and he's obsessed with wrong answers like these.\u003c/p>\n\u003cp>\"Students are not empty vessels,\" he says. \"Students are full of all kinds of knowledge, and they have explanations for everything.\" From birth, human beings are working hard to figure out the world around us.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But we go about it more like the early Greek philosophers than modern scientists: reasoning from our limited experience. And like those early philosophers — \u003ca href=\"https://en.wikipedia.org/wiki/Geocentric_model#Ptolemaic_model\">Ptolemy comes to mind\u003c/a> — we're often dead wrong.\u003c/p>\n\u003cp>Sadler says that cognitive science tells us that if you don't understand the flaws in students' reasoning, you're not going to be able to dislodge their misconceptions and replace them with the correct concepts.\u003c/p>\n\u003cp>\"It's very expensive in terms of mental effort to change the ideas that you come up with yourself,\" Sadler says. \"It's a big investment to say, 'I'm going to abandon this thing that I came up with that makes sense to me and believe what the book or the teacher says instead.' \"\u003c/p>\n\u003cp>In one study, which he recently wrote about in \u003ca href=\"http://www.aft.org/ae/spring2016/sadler-and-sonnert\">American Educator magazine\u003c/a>, Sadler gave 20 multiple-choice science questions to a group of middle school students. For each test item, one of the \"distractors\" was a very common misconception. In fact, often the misconception was far more popular than the right answer.\u003c/p>\n\u003cp>For example:\u003c/p>\n\u003cblockquote>\u003cp>2. Eric is watching a burning candle very carefully. After all of the candle has burned, he wonders what happened to the wax. He has a number of ideas; which one do you agree with most?\u003c/p>\n\u003cp>a. The candle wax has turned into invisible gases.\u003c/p>\n\u003cp>d. All of the wax has melted and dripped to the bottom of the candle holder.\u003c/p>\u003c/blockquote>\n\u003cp>The wrong answer, d., was chosen by 59 percent of the students; only 17 percent chose the right answer, a.\u003c/p>\n\u003cp>The study also gave the same test to these students' teachers. They asked them which of the wrong answers was most commonly chosen. They found that teacher knowledge of common student misconceptions was weak: They knew 85 percent of the right answers, but only 41 percent of the \"right\" wrong answers.\u003c/p>\n\u003cp>But, among teachers with stronger knowledge of student weaknesses, their students learned significantly more science, based on a retest at the end of the year.\u003c/p>\n\u003cp>Having discovered the importance of wrongness, how can teachers act on that knowledge?\u003c/p>\n\u003cp>The first step, says Sadler, is to teach Socratically (there's the Greeks again), by asking questions and having students think out loud. This works much better than lecturing.\u003c/p>\n\u003cp>\"Teachers who find their kids' ideas fascinating are just better teachers than teachers who find the subject matter fascinating,\" he says.\u003c/p>\n\u003cp>The next step is to give students exposure to the information and experience that will enable them to reason their way to the right answer.\u003c/p>\n\u003cp>For example, Sadler and colleagues created a high school astronomy course. In one of the lessons, students looked at pictures of the sun taken through the same telescope at each month of the year. Most predicted that the sun would appear larger in the hot months. However, once they got out the rulers, they would discover that the sun is biggest (i.e., closest) in January. (The closest point in our orbit, the \"perihelion\", was January 2 this year.)\u003c/p>\n\u003cp>\"That throws a monkey wrench into the logic of the elliptical orbit,\" says Sadler.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>*The true cause of the seasons is our planet's 23.5 degree tilt off its axis.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+Teachers+Need+To+Know+The+Wrong+Answers&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"Successful science learning starts with understanding student misconceptions, argues a Harvard professor.","status":"publish","parent":0,"modified":1461011259,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":680},"headData":{"title":"Getting Inside Students' Minds: Why Misconceptions Are So Powerful | KQED","description":"Successful science learning starts with understanding student misconceptions, argues a Harvard professor.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Getting Inside Students' Minds: Why Misconceptions Are So Powerful","datePublished":"2016-04-18T19:19:26.000Z","dateModified":"2016-04-18T20:27:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44744 http://ww2.kqed.org/mindshift/?p=44744","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/18/getting-inside-students-minds-why-misconceptions-are-so-powerful/","disqusTitle":"Getting Inside Students' Minds: Why Misconceptions Are So Powerful","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"473273571","nprApiLink":"http://api.npr.org/query?id=473273571&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/04/16/473273571/why-teachers-need-to-know-the-wrong-answers?ft=nprml&f=473273571","nprRetrievedStory":"1","nprPubDate":"Sat, 16 Apr 2016 05:49:00 -0400","nprStoryDate":"Sat, 16 Apr 2016 05:49:12 -0400","nprLastModifiedDate":"Sat, 16 Apr 2016 05:49:12 -0400","path":"/mindshift/44744/getting-inside-students-minds-why-misconceptions-are-so-powerful","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Think about our planet for a second. Earth has an elliptical — oval-shaped --orbit. That means we're closer to the sun for one part of the year and farther away another part of the year.\u003c/p>\n\u003cp>Does that fact explain why it's hotter in the summer and colder in the winter?\u003c/p>\n\u003cp>Lots of kids think it does. Lots of adults think so too. And they're wrong.*\u003c/p>\n\u003cp>Philip Sadler is both a professor of astronomy and the director of the Science Education department at Harvard University, and he's obsessed with wrong answers like these.\u003c/p>\n\u003cp>\"Students are not empty vessels,\" he says. \"Students are full of all kinds of knowledge, and they have explanations for everything.\" From birth, human beings are working hard to figure out the world around us.\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>But we go about it more like the early Greek philosophers than modern scientists: reasoning from our limited experience. And like those early philosophers — \u003ca href=\"https://en.wikipedia.org/wiki/Geocentric_model#Ptolemaic_model\">Ptolemy comes to mind\u003c/a> — we're often dead wrong.\u003c/p>\n\u003cp>Sadler says that cognitive science tells us that if you don't understand the flaws in students' reasoning, you're not going to be able to dislodge their misconceptions and replace them with the correct concepts.\u003c/p>\n\u003cp>\"It's very expensive in terms of mental effort to change the ideas that you come up with yourself,\" Sadler says. \"It's a big investment to say, 'I'm going to abandon this thing that I came up with that makes sense to me and believe what the book or the teacher says instead.' \"\u003c/p>\n\u003cp>In one study, which he recently wrote about in \u003ca href=\"http://www.aft.org/ae/spring2016/sadler-and-sonnert\">American Educator magazine\u003c/a>, Sadler gave 20 multiple-choice science questions to a group of middle school students. For each test item, one of the \"distractors\" was a very common misconception. In fact, often the misconception was far more popular than the right answer.\u003c/p>\n\u003cp>For example:\u003c/p>\n\u003cblockquote>\u003cp>2. Eric is watching a burning candle very carefully. After all of the candle has burned, he wonders what happened to the wax. He has a number of ideas; which one do you agree with most?\u003c/p>\n\u003cp>a. The candle wax has turned into invisible gases.\u003c/p>\n\u003cp>d. All of the wax has melted and dripped to the bottom of the candle holder.\u003c/p>\u003c/blockquote>\n\u003cp>The wrong answer, d., was chosen by 59 percent of the students; only 17 percent chose the right answer, a.\u003c/p>\n\u003cp>The study also gave the same test to these students' teachers. They asked them which of the wrong answers was most commonly chosen. They found that teacher knowledge of common student misconceptions was weak: They knew 85 percent of the right answers, but only 41 percent of the \"right\" wrong answers.\u003c/p>\n\u003cp>But, among teachers with stronger knowledge of student weaknesses, their students learned significantly more science, based on a retest at the end of the year.\u003c/p>\n\u003cp>Having discovered the importance of wrongness, how can teachers act on that knowledge?\u003c/p>\n\u003cp>The first step, says Sadler, is to teach Socratically (there's the Greeks again), by asking questions and having students think out loud. This works much better than lecturing.\u003c/p>\n\u003cp>\"Teachers who find their kids' ideas fascinating are just better teachers than teachers who find the subject matter fascinating,\" he says.\u003c/p>\n\u003cp>The next step is to give students exposure to the information and experience that will enable them to reason their way to the right answer.\u003c/p>\n\u003cp>For example, Sadler and colleagues created a high school astronomy course. In one of the lessons, students looked at pictures of the sun taken through the same telescope at each month of the year. Most predicted that the sun would appear larger in the hot months. However, once they got out the rulers, they would discover that the sun is biggest (i.e., closest) in January. (The closest point in our orbit, the \"perihelion\", was January 2 this year.)\u003c/p>\n\u003cp>\"That throws a monkey wrench into the logic of the elliptical orbit,\" says Sadler.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>*The true cause of the seasons is our planet's 23.5 degree tilt off its axis.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+Teachers+Need+To+Know+The+Wrong+Answers&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44744/getting-inside-students-minds-why-misconceptions-are-so-powerful","authors":["byline_mindshift_44744"],"categories":["mindshift_193"],"tags":["mindshift_551","mindshift_20989"],"featImg":"mindshift_44745","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. 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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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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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