A reader wrote in, asking how to differentiate for a task like reading analog clocks. What to do with a student who has mastered this skill?
Last time I showed how to use the Wikipedia Wormhole to find interesting topics for research. Now we’ll look at how to form interesting questions to investigate those topics.
Continuing the series on questions, we’ll take a look at a simple tool for analyzing your own questioning patterns.
We continue the series on questioning by looking at four types of questions: memory, convergent, evaluative, and divergent.
Asking questions is such a basic tool of teaching, yet how many of us have ever been taught to ask good questions? In this opening to a series about questioning, we’ll explore how to get students asking each other questions.
As my students learn about Socrates, countless avenues of discussion open up. Time does not permit a deep enough study, so here are three raw ideas inspired by Socrates: taking a stand, the truth of history, and the power of questions. Have fun!
Is this the message I want to give to my gifted students? “Follow the directions?” This is a room full of students who are creative, flexible, divergent thinkers. These are the future Noble Laureates, inventors, and revolutionaries. Let’s allow them (or better yet: force them) to exercise their creative muscles.
Here’s a “critical thinking” question from the Houghton Mifflin selection “Beneath The Royal Palms:” “Why did Alma’s family decide to make nativity figurines?” To me this is asking for low level thinking, certainly not what I would consider “critical.” Now, let’s transform this into a beautiful and rigorous question suitable for your gifted kids.
Moving from analysis to evaluation sure makes things more fun. Why? Check out these examples. Which would you rather answer?
We learn best when we’re interested in what we’re learning about. In a standards based classroom, however, it’s difficult to authorize science research about nuclear power plants when the science standards cover the parts of a plant. Rather than let students loose completely, consider giving them freedom within your grade-level curriculum. Allow students to generate questions and use those questions to drive your instruction.