from Terry Haik
Are there any questions that students can ask yourself while teaching? Questions that can guide and support their own thinking and awareness before, during and after your teaching?
Of course, this suggests that you “teach” a traditional “lesson” for a learning purpose or purpose. If not, this may not be very useful. This is also a list that, like many I have done, could be unnecessarily long. Somehow it functions something like a Kwl diagramS However, the idea here is less for the brain attack before or after a lesson, and soon to have questions useful for the student’s guidance so that they can know what to expect.
A few tips to get started:
There is a way here, too many questions to be used to be packaged as they are. Cherry selection which one is useful and add others that you think can be useful.
You will probably need to reformulate them for the students you teach. I would absolutely not betray them to the students and I hope they “understand” it.
You might consider the skeleton or load them earlier this year for the payment later in the year
You can also consider distinguishing them – to assign specific questions from specific students at certain times based on what you think can help
You could model answers or think-people so that students understand how and why to use them
Have the questions work for your students, not the other way around
Make the students who “understand” it faster than others share some of their answers so that students take advantage of hearing thinking of “a convenient language” language
75 questions students can ask themselves Before, during and after Teaching
Before teaching and training
1. What is it learning?
What is the topic? Now, what exactly is he learning within this topic?
What does the teacher seem to want to focus on? What do they emphasize?
Is this a concept, competence or skill? Something else? Is it specific as a skill or unclear as a concept or idea?
Has this review of something we have already learned, expanding previous training or new training?
2. What seems most important in what has been learned?
At first glance, what is the “big idea” for what has been learned?
What explicitly states the teacher is important? What do they suggest is important?
Well, can this help me grow as a person?
If I only learn one thing from this lesson, what should it be?
3. What do I already know and don’t know about it?
How does what is learned fits into what I already know?
In what other “things” (areas of content, thinking and jobs in the real world, etc.) is this related to it?
Where have I seen this or something before (inside and/or outside the classroom)?
What do others seem to know about this or “things” like this?
4. Why is this important?
Why is learning this important?
What is the value of this for me as a person?
How do others use this “in the real world” and how can this change how I approach the lesson or activity?
How do I think I could use this is in my daily routine?
5. What is my role in learning this?
What should I be prepared (knowledge, dictionary, materials, schedule, etc.)? What resources will be available to me?
What kind of thinking will benefit to me most?
How can I use my strengths to learn this?
What should I do to learn this? What happens if I don’t?
During teaching and training?
1. What happens?
What is going well?
What makes sense?
What is interesting?
What is surprising?
2. What seems most important?
What is emphasized?
SNCC: What is it simple? What new? What is confusing? What is complicated?
How can I divide what the “new” is, what is “confusing” and what is really “complicated” and not confuse the three?
How can I conceive what is learning to point to hierarchy or priority?
3 What do I do to help me learn?
What specific questions do I have?
How can I document questions and/or the most important ideas for future reference? Visual notes? Combined notes? Do you know How do I accept Cornell notes? Write down the audio? Just “pay attention” and “do the job”?
When they learn this, what do others do (or what did others do in the past)?
What noticeable “things” should I do “do” or not to do to help me learn?
4. What does my mind do?
How does it help me or can help me better? Where is my attention while learning?
Where do I need curiosity? Self -discipline? Enthusiasm? Patience? Open mind?
What is my thinking – is it from the beginning of the lesson?
What do I think or feel and how does it affect my training?
5. What is this related to?
What reminds me of this? Where do others use this in the real world?
What models I see?
What did I learn earlier, which can help me learn this and what I think can or should be “learned” after that?
What do others look like?
After teaching and training
1. How did this go?
What was the most interesting?
What did I learn? Did I see what a lesson was intended for me? If not, what did I learn?
How can what I “missed” influence me (in the classroom and in life)?
What still “I need help”? Who can I talk about the lesson to review key ideas or to clarify misunderstandings?
2. What seems most important in what has been learned?
What seems less important and what seems more important in what has been learned? Or is this something where the learned has no clear hierarchy?
After the lesson, what seems most importantly different from what things looked like before and during the lesson? How and why?
What is “less important” in what has been learned and how does what is “most important”?
How does my life personally change the value of what has been learned (and every hierarchy in it)?
3 What should I do with what I learned and how to react to what I have not learned?
What should I do with what I learned and know?
Who should I “tell” or share this?
Who would be interested and/or benefits the most?
What can I do with that?
4. Based on what we learned today, what can we learn tomorrow?
Where does it seem that what we learn is a “title”?
When we learned such things in the past, what happens afterwards?
What can I learn about this tomorrow with help? By yourself?
What can someone who knows this better than I “learn the next one”?
5. How was I changed from what has been learned?
How do I feel about this content? Are you interested? Enthusiastic? Curious? Bored? Indifferent?
What is different about me? Something new I know? Something new I can do? Is this a small change or a new way to see things? If my change seems useful or like “good thing”, what can I do to continue, expand or deepen this change?
How else could I learn this – maybe better?
How can I think of this learning in 40 days? 40 weeks? 40 months? 40 years?
