With Shaikh Ghazi

Presenter: Shaikh Ghazi Place: ETA HRD Why: Interpersonal Skills Workshop When: March, 18, 2013 So What? Relevant information for

every Participant as well as the Leader of the program

Why is questioning important? How do we build curiosity and

wonder? How do we teach students to

question effectively? How does questioning build

understanding?

Isn’t thinking enough?

No—much thinking is done in an unquestioning manner.

Aren’t thinking and questioning the same thing?

No—questioning infuses thinking with purpose.

How can we develop a culture of inquiry?

•Invite, value, and celebrate questions•Model effective questions•Teach observation skills•Teach questioning strategies•Let kids own the questions•Create the desire to learn•Establish a community of learners•Examine our personal learning networks

Post the best question you were asked each day

Find and post questions in magazines Post quotes that mention questions Celebrate questions Bring in any indistinguishable 3-D

object Examine, sketch, record, create ?s, how

do we find answers?

other SLMS

news

blogs Internet

people

books

other media

ME

Personal Learning Network

How can we encourage strategic questioning?

Play! Have fun!

•Use games such as 20 Questions, Jeopardy, Are you Smarter Than a 5th Grader?•Hot Seat •ReQuest •DeBono’s 6 Thinking Hats•Not a Box•Fortune Teller/Question Quiver/Cootie Catcher

Students develop three different levels of questions:

Ask questions by examining an article/survey On the line: How many people were polled? Between the line: Is focus a factor in unsafe

driving? Beyond the line: How many people die each

year from using cell phones while driving? Manzo, 1969

A photo-it could even be a historical photo

Use film clips, cartoons, posters, quotes A box of objects or a collection of

photos Are there connections? What are they? This can work for K-12

Carol’s example: size A Gimble

from:http://citadelofstars.blogspot.com/

Carol Kuhlthau says in Guided Inquiry: Learning in the 21st

Century: Inquiry Learning is a SOCIAL process and does not

happen in isolation. This doesn’t mean group work. When students talk to each

other, REAL learning develops.

Carol says this book is “a must” SLJ says teachers will enjoy it Don’t just throw technology into classrooms Cut back on lecturing Focus on life long learning Use technology to get to know each student Empower collaboration among students Do not teach to the test Use technology to reinvent yourself

From a student’s perspective, they want: To use social networking tools and new

technologies Choice of project To work with friends Field trips and real experiences To tackle real issues that are

meaningful to them

The best assignments offer: Choice Social opportunity Real world audience and purpose Valuing the process through

assessment Teachers and librarians involved with

design, resources, question development, and assessment

Research/Inquiry Assignments: Students can’t ask great questions unless

they have background knowledge. Use a question builder as a stimulus for

question generation. Use focus words to elevate research:

discover, compare, uncover, examine, function, capacity, connection, correlation, pattern, cause, relationship, result, outcome, implication, significance, consequence…

http://edleadershipretreat.wikispaces.com/file/view/Questioning+Handout+DAY+1.doc

Students should consider these guiding concepts as they build their inquiry questions:

What am I really curious about? Why do I want to explore this topic? What do I know already? What do I need/want to find out? How will I make sense of the data I uncover? Who will my audience be? How will I know I’ve done a good job?

Mindset: The New Psychology of Success (Dweck, Carol, Ph. D. NY: Ballantine, 2006)

Growth Mindset v. Fixed Mindset | / \ I can learn from I’m dumb. I’m

brilliant.my mistakes.

Fixed Mindset: Desires to look smart Avoids challenges Defensive Gives up easily Feels threatened by the success of

others Thinks their own effort is fruitlessThese people may plateau early and not

reach their full potential.

Growth Mindset: Tendency to learn and embrace

challenges Is persistent in the face of setbacks Uses effort as a path to mastery Learns from criticism Finds lessons and inspiration in the

success of othersThese people reach a higher level of

achievement despite their ability.

Bottom line:Fixed mindset: risk and effort might reveal inadequacies.Growth mindset: Failure is a gift. Risk and effort are what makes you smart and talented.

Good news: You can grow your mindset.

What does mindset have to do with questioning and performance in school?

A student who is not afraid to take a risk will be more likely to ask questions.

A student who does poorly on an assignment, project, or test who has a growth mindset, will put in more effort to improve performance.

Maximum effort and willingness to take a risk will improve performance in sports and physical education classes.

Teacher/Librarian CollaborationFactors that inhibit success:

Lack of time Confusion about roles Poorly designed assignments from: Guided Inquiry: Learning in the 21st

Century by C. Kuhlthau, L. Maniotes and A. Caspari

Teacher/Participant CollaborationFactors that enable success:

Constructivist mindset Team approach to teaching Competence in design process Commitment to developing information

literacy

http://edleadershipretreat.wikispaces.com/

Q Tasks: How to Teach Students to Ask Questions and Care About Their Answers by Carol Koechlin and Sandi Zwaan

Building Info Smarts by Carol Koechlin and Sandi Zwaan

Librarians as Learning Specialists by Allison Zmuda and Violet H. Harada (a must)

Play: How it shapes the brain, opens the imagination, and invigorates the soul by Stuart Brown

Mindset: The New Psychology of Success by Carol Dweck, Ph. D.

Learning to Question, to Wonder, to Learn by Jamie Mc Kenzie

Puzzle Them First by Angelo V. Ciardiello It’s Critical by David Booth

Thank you!