Chapter 3

Curiosity Playfulness Imagination Creativity Wonderment Wisdom Inventiveness Vitality

Sensitivity Flexibility Humor Joy

Students apply school-learned knowledge to real-life situations

Develop skills in drawing on past knowledge and applying that to new situations

Humor liberates creativity and provides high-level thinking skills, such as anticipation, finding novel relationships and visual imagery.

Never allow “I can’t” as a reason for not completing work.

Encourage intrinsic motivation rather than reliance on extrinsic sources.

Some psychologists believe that the ability to listen to others, to emphasize with and to understand their point of view, is one of the highest forms of intelligent behavior.

Think before acting Think before shouting out an answer Wait your turn Raise your hand

Persistence is staying with a task and completing it.

Open to continuous learning Responding with wonderment and awe Striving for accuracy Taking responsible risks Communicating with clarity and precision Metacognition Flexibility Thinking interdependently Using all the senses

Posing good questions that lead to more questions

Teaching for thinking Questioning Classifying Comparing and contrasting Concluding Generalizing Inferring

Give instructions To review/remind of classroom procedures Gather information Discover student knowledge, interests or

experiences

Make curricular decisions/adjustments Develop appreciation Develop student thinking Diagnose learning difficulty Emphasize major points Encourage students Establish rapport Evaluate learning Give practice in expression Help student in metacognition

Help interpret materials Organize materials Drill and practice Review Show agreement/disagreement Show relationships

Cause and effect

Yes and no answers Questions that begin with “What” Never ask a questions to deliberately

embarrass a student Rhetorical questions

Analytic questions Used to analyze In what way… How might… How could we…

Clarifying questions Used to gain more information Asking to elaborate Demonstrates an interest in student’s condition

Narrow questions Lower level of Bloom’s Simple answers, e.g., one word

Clues Do you remember… Does that give you a clue?

Open-ended Higher-order Require students to think creatively Do you think… Do you believe… How do you/did you decide…

Place a value on something or to take a stand.

Should… Environmental questions Judgments of character

Gives clues to the main idea Should America encourage clear-cutting

forest?

Similar to clarifying question Why do you think… based on a cognitive

questions Prediction

Informal dialogues taking place in a natural, pleasant environment.

Students are never told right answers Encouraged to decide what they think and

why Focus on the questions, not answers Identify a problem, let students probe with

their questions

Lowest level◦ Gathering information◦ Recall◦ Knowledge and Comprehension

Intermediate level◦ Processing data◦ Application and analyzing

Highest level◦ Synthesize and evaluate◦ Think intuitively◦ Hypothesize

Exercise 3.1

Plan questions ahead of time Vary the levels of questions State the question, allow for wait time, call

on student Don’t talk too much

◦ Bird walking Wait time

◦ 2-7 seconds

Practice gender equity Practice calling on all students

◦ Leap-froging Require that students raise their hands

◦ Controls impulsivity◦ Promotes fairness

Practice students doing both question and answer

Carefully gauge your responses to students’ answers◦ Cultural, gender, socio-economic status

Use strong praise sparingly

Recognize the problem Formulate a question about that problem Collect data Arrive at a temporarily acceptable answer

Help students learn the difference between asking questions that are descriptive and those that are comparative.

Encourage students to ask questions about content.

Avoid bluffing an answer to a question for which you do not have an answer.