Setting the right question to engage thinking!

Avoid Low-Level Questions…

• Address Details (facts, figures, etc.)
• Useful for Short-Term Memory Only
• Based on Memorization, Not Understanding
• Examples…

­  What are Word’s default margins settings?

­  What does B2B stand for?

­  Define an asset.

­  What is a trademark?

Apply High-Order Questions…

• Ask How or Why Something Happens
• Requires Application of Details to Larger Context
• Go “Beyond Facts” to Constructing a Rationale
• Requires Critical Thinking
• Examples…

­  How would you change the margins to accommodate a short letter?

­  How do B2B marketing strategies apply to EDI technologies?

­  Explain how assets depreciate. How does this impact a balance sheet?

­  What are the consequences of improperly using a trademark?

Strategies for Effective Questioning Techniques… (Gibbs, 2001)

• Ask questions that invite more than one plausible answer.
• Provide wait time after asking a question to give less confident students time to think.
• Ask follow-up questions, such as, “What can you add?” or “What is your opinion?”
• Provide feedback that neither confirms nor denies students’ responses to ensure the discussion remains open. Examples are: “Interesting.” or “I hadn’t thought of that.”
• Request a summary. “Who can make the point in different words?”
• Survey the other students: “Who agrees with Max? Who disagrees? Why?”
• Encourage students to direct questions to other students.
• Play devil’s advocate: “How would you feel if…?”

To Teach Critical Thinking…

• Create a Culture of Inquiry by Supporting Students’ Thinking Process
• Model Critical Thinking Skills
• Actively Question Students’ Thinking
• Guide Reflecting on the Thinking Process

­  Why do you think that?

­  What is your knowledge based upon?

­  What does it imply and presuppose?

The Socratic Style

The art of good thinking starts at the question!

Questions for Clarification

• What do you mean by _____?
• What is your main point?
• How does _____ relate to _____?
• Could you put it another way?
• What do you think is the main issue here?
• Let me see if I understand you: you mean ____ or _____?
• Jane, could you summarize in your own words what Richard has said?
• Richard, is that what you meant?
• Could you give me an example?
• Would this be an example: _____?
• Could you explain that further?

Questions about the Initial Question or Issue

• How can we find out?
• What does this question assume?
• Would ____ put the question differently?
• Can we break this question down at all?
• Does this question lead to other questions or issues?

Questions that Probe Assumptions

• What are you assuming?
• What could we assume instead?
• You seem to be assuming _____. Do I understand you correctly?
• How would you justify taking this for granted?
• Is this always the case? Why do you think the assumption holds here?

Questions that Probe Reasons and Evidence

• What would be an example?
• Could you explain your reasons to us?
• Are those reasons adequate?
• Do you have any evidence for that?
• How could we find out if that is true?

Questions that Probe Origin or Source Questions

• Where did you get this idea?
• Have you been influenced by anyone? The media? Your peers?
• What caused you to feel this way?

Questions that Probe Implications and Consequences

• What are you implying by that?
• What effect would that have?
• What is an alternative?
• If this is the case, then what else must be true?

Questions about Viewpoints or Perspectives

• How would other groups of people respond? Why?
• How could you answer the objection that _____ would make?
• Can anyone see this another way?
• What would someone who disagrees say?

 Source: Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World

Health teacher vs Healthy teacher?

I wonder...... Why is sex/sex education so confusing for teenagers.

I thought rather than teaching about how to think, I decided to look at why thinking about sex is so confusing for my year 9's. I was absolutely blown away by the level of answers and how critical they were. 

We broke their lives in to four influences and wrote about what messages they give around sex. The differences showed the students straight away how the confusion occurs.

Co-construction in sex education

Class environment is key to any learning, especially around sex education. But, how can we create and co-construct with our students a comfortable environment where all students feel safe and supported. 

I asked my self this question, and came up with the fern of trust (not an original idea). I got my students  to create the leaves of which they thought were important in their fern of trust.