Blog Post #2
What is your greatest takeaway from this video? Explain.
Blog Post #1
“If it is worth asking one student, isn’t it worth asking them all?” Hack 1 gives a variety of ways to assume all hands are up. Which idea(s) do you plan on implementing with your own students?
Wow! The thing that hit me hardest from the video was realizing just how powerful good questions really are in the classroom. It’s not enough to toss out a question and wait for a quick answer; the right kind of question can spark real thinking, discussion, and learning. That idea made me pause and reflect: am I asking questions that challenge my students, or am I just ticking a box and moving on?
ReplyDeleteAfter watching, I found myself thinking about how I can reshape my own questioning strategies. Instead of relying on the “first student to raise their hand,” I want to invite more voices, create opportunities for deeper thinking, and help students wrestle with ideas and stretch beyond surface-level answers. I can imagine how a strong, well-timed question could light up a discussion, draw out hidden thinking, or prompt a student to connect concepts in a new way.
What really stuck with me was this: as a teacher, I hold the key to unlocking so much more learning, not through lecturing harder, but through asking better. That’s something I can carry into every lesson.
This video gave me food for thought. Wow, am I really asking that many questions-yes I probably am. The video made me aware if the power if questions. Yes the questions I would ask are important but the questions students ask each other are three times more powerful. Powerful in that it is their learning/understanding goes to a deeper understanding of the question.
ReplyDeleteListening to the video I realized I need to give up total control. That was a major realization. Aren’t we as teachers conditioned to believe we need that control to provide learning? I believe I was. It’s a little out of my comfort zone to let students take the wheel and go where their discussion/question take them. I can see the real value in this. My hope would be that the quiet ones will share what they know/understand instead to teacher assuming they do or don’t know. This was a light bulb moment.
I also liked the way she rephrased the questions to really delve deeper into student understanding. I know I don’t wait long enough before I go into reteach mode. Now I have a strategy to use to help me with this.
There are many points to ponder here. I believe I will start slow and make those changes to help with questioning. Great video!
This video was great! I have small children, so I definitely seen the curiosity start to wane a bit in kindergarten, when memorization comes into play. I think I'll use easy to answer questions in bell work so everyone has something to answer in a successful way at the high school level. I want to let students know desk numbers in their pods would be called at random so they should at least try it. Some of my painfully shy students may actually be able to answer if it's something easy or obvious.
ReplyDeleteThe video really makes me think about the questions I ask. I am actually aware of how many questions I ask in an hour. I know I do it and I actually think of it as a strength. What this makes me think about is the quality and the depth of question and even if I should be the only one asking the questions. This video has forced me to think about asking deeper cognitive questions. Most of the questions I ask are simple, closed questions. I also love the idea of flipping the classroom to have the students be the ones asking and answering each others questions.
ReplyDeleteI like the idea of posting the main questions that students should walk away with from the lesson. It gets the student's mind going at the beginning of the lesson, what they need to focus on throughout the lesson. At the end it is also a closure of going back to the questions and how we covered them.
ReplyDeleteI think it is impressive that we ask so many questions in an hour. I feel like I'm answering more questions than I am asking. One take away that I thought was great was creating questions that align with their learning goals. I have an agenda slide up at the beginning of each of my class periods. It tells them the date, what we are doing today, what we did yesterday, what we are doing tomorrow and the learning objectives for the job. Students can see what we are going to be learning about and even get a sense of how we might be learning this information through the objectives. In the video, they talked about turn and talk. I use this most in my class because I get better participation, especially from those who avoid. As the teacher, I can walk around and learn in on conversations and gage if the students are getting at what I wanted them to, or if they are struggling.
ReplyDeleteLots of take aways from the video. For math, I think it would be hard to post 3-5 questions on the board for us to answer as big questions. However, for social studies, I love this idea. I feel like at times, all I do is talk about the history and not tie it to our lives today. I think students would start to understand be able to make connections of ancient times to today if we answered 3-5 main questions each lesson. I will need to start thinking of these questions to ask to be able to put on the board. It also might take us a week to answer them. I like how students would be able to see the questions as we answer them together as a class.
ReplyDeleteWhat is your greatest takeaway from this video? Explain.
ReplyDeleteFirst, I really appreciated how the video reinforced and discussed what we just read about in the first two chapters of the book. Next, I appreciated the hint about using a visual of the questions you planned beforehand. I have always been fascinated by the idea of metacognition, so it was interesting to hear the author's discussion about metacognition being the ultimate goal and teaching students to think about "how am I going to think about this?" Finally, I was interested in the author's mention and discussion of reciprocal teaching. I would be interested in learning more about that.
One of my biggest takeaways from this video was realizing how powerful intentional questioning really is. In physical education and wellness, I ask a lot of questions throughout a class period, but this made me reflect on whether those questions are actually pushing student thinking or just keeping things moving. The video reinforced that good questions can drive learning, spark reflection, and help students make connections—especially when they are aligned with the learning goal instead of just checking for compliance or understanding.
ReplyDeleteAnother thing that stood out to me was the importance of giving students time and space to think before jumping in to reteach or redirect. I know I’m guilty of stepping in too quickly when silence hits. This video reminded me that productive struggle is valuable, and that student-to-student discussion can often lead to deeper understanding than teacher-led questioning alone. If I want students to truly take ownership of their fitness and wellness, I need to be more comfortable letting them sit with good questions and talk through their thinking.
One of the things that stood out to me the most was that on average teachers ask 80-100 questions per hour. It would be nearly impossible to try to plan that many questions during every single lesson. So I like the comment about being mindful of the key questions that you want the students to know and understand the answers to. So instead of planning out 80 questions per lesson, you plan 3-5 questions about the learning target and then design a method to ensure all students are engaged and answering the questions.
ReplyDeleteAnother thing that stood out to me with the video is how she explained asking the tiered questions. Instead of starting with a hard and deep level understanding question and receiving crickets from the class and then having to go simpler with the question. Start with the basic questions and once the class have those questions mastered, move to the next tier level of question and work up to the deep level questions. This allows the students to feel success when answering questions instead of feeling failure right away with the deeper level question.
The biggest takeaway that I got from this video was to be mindful of the questions that we’re posing to students. Before the lesson, plan out 5-6 questions that we want every student to answer. Along with that, planning out a strategy that gets everyone engaged such as turn and talk. Planning the questions that align with the learning target.
ReplyDeleteMy takeaway from the video was the importance of maximizing time in the classroom by engaging students in meaningful interaction. One effective strategy is having students work with a partner, where one asks a question and the other responds. This approach encourages conversation and dialogue, allowing students to go back and forth discussing their answers and explaining their reasoning. By actively engaging in this exchange, students deepen their understanding while making the most of instructional time.
ReplyDeleteMy biggest take away is realizing how powerful questioning can be and the importance of everyone responding. I ask questions all day long, but I know most of them are not intentional. I feel like I need a clicker to track how many I actually ask in a day. I know I just question and move things along. I like the idea of thinking of 3-5 questions that are related to my learning target and then crafting a specific strategy that gets everyone engaged. I rely too much on raised hands and a few showing me they know the answer. It can be quite frustrating. I need to incorporate more turn and talk or blurting out more. I liked her quote "If it's worth asking one student, isn't it worth asking them all?"
ReplyDeleteI really liked planning out my questions for my classes and being mindful of what I really want my students to learn and beginning basic so all students do feel confident with their answers. I think I could even post my questions on the board in the beginning so students feel confident when they hear answers and build up their curiosity about what they are learning. On a side note, I now know why I am so exhausted each night if I am actually asking 80-100 questions per class!
ReplyDeleteMy greatest takeaway from this video is that good questions hold power and are the key to unlocking learning. When teachers ask meaningful and thoughtful questions, it encourages students to think more deeply, share their ideas, and stay engaged in the learning process. Strong questions can spark curiosity and help students make connections, which leads to deeper understanding rather than just memorizing information.
ReplyDeleteWhat is your greatest takeaway from this video? Explain.
ReplyDelete"Put the control back into the hands of the students". I think this is just a good reminder for us as educators. Yes, we have control of what we teach and obviously want to have control over behaviors; however, we want our students to be in control of their own learning and if they are not engaged, are they really learning? Probably not. One suggestion Connie gave is to assign a student as the questionnaire and their partner as the responder. This pushes students to think of questions and for their partners to be focused on what the material is.
What is your greatest takeaway from this video? Explain.
ReplyDeleteI like that she keeps going back to the saying, "If it's worth asking one student, isn't it worth asking all students?" It reminds me not to let anyone be that student who slips through the cracks. When she said prepare 3-4 mindful questions, that seems easy enough to do; however, the catch is to make sure you know prior to asking the strategy of which to ask. The way one questions can definitely change the outcome that I'm looking for. This strategy should prevent the 'invisible' student from not answering.
Another part I like was having the students be 'reciprocal teachers' where all students are questioners. It puts that aspect of learning back on them, rather than just on the teacher to ask questions. Knowing how to question is a key component of learning/understanding new lessons.
I probably shouldn't have listened to this video during the school day because now I'm second-guessing what I have planned for my afternoon students and thinking I need to incorporate this new strategy that I just learned about that I love. I don't have the time to do that, so I'm going to respond to this post and then go deeper into the strategy and implementing it later (like tomorrow instead of today).
ReplyDeleteI have high school students, so you would think that they already have the ability to ask high level questions (or so I thought). I've tried having them come up with good questions before and have gotten mixed results. I think defining and teaching them the different kinds of questions will make a huge difference in the level of understanding and engagement for the students. I've never really considered all the different types: clarifying, connecting, reflecting, predicting, etc.), but I'm excited to see if their questions improve by using some of these strategies.
I also really like the idea of framing a Pair Share with a question AND an answer instead of both students just answering the question.
The stat that really hit me from the video was that teachers average 80 to 100 questions every hour. Looking back on my own lessons, I realize a lot of those are probably just "check-in" or management questions rather than things that actually push kids to think deeply. Instead of trying to wing a high volume of surface level questions, I want to try focusing on 3–5 "Power Questions" per lesson. If I can pre-plan a few high-quality prompts that align right with the learning targets, I can make sure the students are the ones doing the heavy lifting.
ReplyDeleteI’m also really interested in the concept of reciprocal teaching. Having the students take on the role of the questioner forces them to process the material at a much deeper level to figure out what to ask.
This was a very interesting and makes me think about ways I ask questions and the time I give students to answer them. How intentional questions and keep track of how many question i ask that go with my target goal for the day. it makes me think how many time I ask a question just to get them to respond and not go in depth of their thinking.
ReplyDeleteA few things I really liked out of this video: adding a role of "Asking Questions" to group work. I think this is a great idea and really would help students see asking questions as an important role in life. I also like the quote that was mentioned from Robin Jackson - "Never work harder than your students." be a facilitator - not the one doing all the work. And finally, there is benefit to teaching learning routines/procedures!
ReplyDeleteI appreciated the viewpoint of being mindful about how many questions we ask each lesson. Thinking about how often teachers asks questions in a given hour, I was shocked that teachers consistently ask 80-100 questions per hour. This leaves our students wondering what are the real questions vs. rhetorical questions. Its important to identify and then explain to our students what the “key questions” are for each lesson - what is it that we want them to walk away knowing or gaining an understanding of.
ReplyDeleteI can see the number of questions I ask being prohibitive. I will have to reflect on this. I've always tried to rely on questioning as a part of pushing thinking forward. However, it's a different perspective to think that undirected questioning (which mine probably can feel like when I go down rabbit holes) could feel like it's overwhelming. I think the idea of "Asking Questions" to group work is a good idea. I've starting asking a "Ask me Questions" section to my worksheets when we do checkpoints for Speech to try to get students questioning where they don't understand something but they might hesitate in class. It's so important.
ReplyDelete