To answer this question, the teacher Mrs. Silkes and her nine components in Hack 11 resonated with me. I want my students to feel safe to take risks, to ask whatever they wonder, and to know that a question will be met with conversation and no judgment. As Mrs. Silkes says, I will work on modeling consistency to develop a learning environment that feels safe. I will show unconditional acceptance of students' strengths and challenges as well as embracing my own - I make mistakes and I'm (mostly) not hesitant to admit those mistakes to my students! I want my small groups to feel like a safe family where it is okay to wonder anything.
To help my students ask more—and better—questions, I plan to create a classroom environment where questioning feels natural, safe, and encouraged. One way I do this is by starting with low-risk questions that allow every student to feel successful before gradually easing into more complex, higher-level questions that require deeper thinking. As students become more comfortable, I model what strong questions sound like, provide sentence stems, and celebrate curiosity just as much as correct answers. I also incorporate structured routines like think-pair-share and inquiry-based tasks so students have time to formulate and refine their questions before sharing them. By building confidence step-by-step and promoting a culture where wondering is valued, students will feel empowered to ask richer, more thoughtful questions that drive learning forward.
How do you (or will you) get your students to ask more questions? …better questions? …higher-level questions? I really feel the more we know our students, make those important connections personally and academically, the better questions they will ask. For me knowing my students, their personality, their comfort zone, their daily behaviors, will help me be more aware of why or why not they are asking questions. I really liked the information about Mrs. Silkes and how she established a culture of understanding and trust. 1. Modeling consistency in younger students is essential. They want to know what happening, when and why. 2. Trust and safety. When we develop the trust with our students, they will feel safe enough to ask questions without judgement. 3. Responsive rather than reactive. Dealing with issues that arise whether it be personal or behavioral. 4. Unity. This is created by a learning friendly, safe and trustworthy environment. Again, it's those connections with our students that help develop this. 5. Connections-says it all. We need those connections every day with every student. 6. Patience-patience with ourselves and others. 7. Unconditional Acceptance-Students need to know we all have opinions, learn differently, and require more sometimes that others. Equal is not the same, but we give that Grace to everyone in the class. 8. Transparency, honesty, and fallibility-I tell my students when I've made a mistake. I own it. We all make mistakes, but learning from them is the most important lesson of all. Being honest and open, giving Grace when Grace is needed. 9. MOST IMPORTANT-Knowing I truly care about them. I'm sure there are days they wonder what going on. If we have one of those days, I tell them how much I care about them and their learning. I remember one day especially, the day before had been difficult for all of us. Learning was a struggle. The next day, I started the day by saying that just because we ALL struggled the day before, today was a new day, and we would give it another try, slow down, ask more questions, demonstrate more of our learning. You could feel then entire class breathe a sigh of relief. I often told my "Littles" how special they were to me. I would tell their parents how proud I was of them. Those personal connections are everything-with those connections learning is more valuable and meaningful.
How do you (or will you) get your students to ask more questions? …better questions? …higher-level questions?
I like the idea of having my students look at their notes and reflect on what would make good questions on the study guide. I like having them think about whether or not those questions will be open or closed questions. I like the idea of having them rewrite some closed questions to be open questions and visa-versa. This will get them thinking about asking better questions. I will have them reflect and give me 1-3 questions that will be focused on analysis, compare and contrast or explanations. These will be higher level questions. When they think about creating questions, perhaps they will be more inclined to naturally start to reflect on content in the future.
In my math class, I require students to take notes over all the lessons we do, so when they have a question, I first tell them to look at their notes. If they are still confused I ask them questions like she has in the book, "What are we trying to find?", "Where should we start?", "Which example does this look like?" Depending on the students and what level of understanding they are at determines how much help I am willing to give to them. Sometimes students are having a rough day and need the extra guidance. A lot of the times, I create an assignment so I do the first one question for them, then the next question we will do together, and the third question they can do on their own.
I think I will have a game show type activity and explain that students will come up with 20 questions from this semester's learning. Then I will have them try to answer the questions, and make it low stakes participation. I have about 20 kids in each of my classes, so I will most likely ask each student to come up with one question. I will use it as a review.
Then, for next semester, I will challenge each student to come up with 5 questions over the course of the semester to answer through our learning. I think this will help with rapport, but also with their ability to ask quality questions. I have a feeling we will have to talk about what makes a question a good one or not, but I really feel like they would enjoy the process and learn about questions along the way!
As an art teacher in high school, I think I'll focus on the Q-focus questions. I already have students in small groups, and I will either put a photo of art on the projector, or create specific slides for each table to write questions about. Then, I will either have them do some digital research and answer them as the assignment, or have them swap with another table to search for the answers. I feel like this helps not only create inquisitive thinking, but also encourages students to seek out their own information and compare it to others information as well.
I would like to develop more of a culture in the room to have students ask more questions. My students feel they can ask questions, but they are not the higher level thinking questions, more the yes or no. I always try and ask them the "why," but need to go further with them. If I model good questioning, they will in turn follow suit.
The biggest thing about getting my students to ask questions is to practice it with them. I think most people as basic questions, because they are looking/wanting a basic answer. If we teach students how to ask deeper thinking questions, it will eventually become second nature for them. They won't get good at it unless they practice it and know how to structure questions to ask for a deeper meaning.
This is a tough question and a challenge to get students to think deeper. Practicing and modeling questions for students is what I need to do to help them. Students start at a young age asking great questions but that is taken from them in the school system and it is up to us as educators to help them get that back. Many students go through the process to get the correct answer and then they are done. They don't want to know more or wonder because they just need the answer to get good grades.
In PE, I think getting students to ask more questions really comes down to creating a space where it feels safe to do so. A lot of kids are worried about looking like they don’t know what they’re doing, especially in the gym. I try to model curiosity myself and let them see that it’s okay to not have everything figured out. When students know I care about them and that questions won’t be judged, they’re much more willing to speak up.
To help them ask better questions, I try to stop answering “Is this right?” and instead ask things like, “Why did you choose that?” or “What do you feel during that workout?” Over time, their questions shift from just getting through the activity to actually thinking about effort, goals, and improvement.
The culture of the classroom is a big part of getting students comfortable to enough to ask questions. Students are so worried about appearing dumb or embarrassing themselves in front of their classmates. Thus, to start encouraging my students to ask more questions, I need to show students that asking questions is a good thing by praising the students when they ask questions.
One thing I do in my class to help students ask questions is when a student tells me they don't understand something, I will ask them which part they don't understand. This makes the student analyze the part of the process that is confusing them and ask a better question about the material.
What I need to do better is teaching students how to ask questions. I think we just assume that students know how to ask questions and shouldn't have to be taught how to ask questions. Thus, I need to spend time at the beginning of the year modeling and explaining the thinking process of how to ask questions. This will allow students to learn the process of asking questions and feel comfortable asking those questions.
To get students to answer more questions or better questions is to give them sentence stems when asking questions. To give them examples or model to them what is a great question and what is a not so great question. Teaching them how they can begin asking a question. Along with that, is letting students know that this classroom is a safe environment where they can take risks with their learning and that making mistakes is proof that you are learning. Questioning is hard for first grade students and letting them know it’s okay to make mistakes is apart of their learning.
My students ask questions but they are not higher level thinking. I ask them why a lot to try to get them to think a little more and have a deeper answer. I like the idea of them writing questions. I think I will have them try this off of the power points that I use or any handout that I give them. I might have them switch their questions with a neighbor and they can continue to have a conversation answering them together.
I'll be the first to admit, I've never really taught students to question. I really liked the tips in Hack 10 for things we can do tomorrow: 1. Let wanderings marinate. Not every question needs to be answered as soon as it's asked. 2. Launch a lesson by brainstorming questions using questions, knowledge, answers, and next steps. 3. Show your own curiosity. I love this one especially for lower elementary. When a wonder pops in your head, share it out loud. This is a great way to get kids to start generating questions of their own. 4. Let some inquiries go unanswered. 5. Compare questions. Talk about questions and the purpose of them. Questioning can be hard for 2nd graders, so using these get started steps are a great way to get them questioning!
I really like the "scaffold, not spoon feed" hack. I have had students do a "Guided Reading Activity" and I get so frustrated with the question, what page is it on. We read together and then we sometimes do book work. I like that I can redirect my questions and allow them to answer their own questions, instead of me having to go and show them exactly where their answers are located, and allow them to see for themselves on the timeline and where they should be focusing.
I will encourage my students to ask more and better questions by making my classroom a place where risks are acceptable and encouraged. When students feel safe and supported, they are more willing to share their ideas and ask questions without worrying about being wrong. I can model curiosity by asking questions myself, encourage students to wonder about things during activities, and praise them when they ask thoughtful questions. Creating this kind of environment helps students feel confident and more engaged in their learning.
How do you (or will you) get your students to ask more questions? …better questions? …higher-level questions?
In elementary pe, I teach a lot of skill cues and strategies. To get my students to ask more questions, after the first round of play, I could ask the class, "what is one question you have?" I would then allow teams to discuss together something they are wondering about. To get better questions, I would encourage them to ask "How" questions. I would teach them what a "how" question is and why it is a better question than a "what" question. Higher-level questions in pe, would most likely be questions that are asked by student about how the game relates to their everyday life and how they can apply the game to their everyday life. Even asking how the game physically benefits them would be a great advanced question. I think in order to get my students to ask these questions, it is something that I would have to teach them. I would teach how to ask these questions and why they should ask these questions.
How do you (or will you) get your students to ask more questions? …better questions? …higher-level questions?
That's a hard one. Students ask questions, but unfortunately, it's usually for me to give them prompts and cues. As a math teacher, I will redirect them back to their notes. I love the idea of them being able to ask questions of themselves or their partners that lead to a clearer understanding. Think how much easier teaching would be! Even if it doesn't get to the summarizer, questioner, clarifier and predictor stage, there are parts of each that my students can do with a little bit of teaching them how to ask their questions. In science, my students are pretty good at asking prediction questions and trying to figure out how to investigate. They are not always 'thinking about their thinking', but we're getting closer.
I want my classroom to be one where questions are the norm. I've used Reciprocal Teaching many times and like the idea of it, but it doesn't always go as well as it looks like it should on paper. I think this is because I was trying to teach the content at the same time as the protocol, which is a mistake I've made in other ways as well. Also, if it doesn't go well, I tend to put it away for a long time before trying it again. This is counterproductive because of course students might struggle at first but need practice and consistency with a strategy before it is successful. I definitely am planning to do QFT lessons at the start of next year in order to facilitate a questioning environment. I am also guilty of cuing before letting the prompt set in and spoon feeding if that doesn't work. I plan to change this.
To encourage students to ask more and better questions, I focus on shifting the cognitive heavy lifting from my shoulders to theirs. I plan to use the Question Formulation Technique consistently, starting units with a puzzling image or a specific math statement to spark student-led inquiry rather than a standard lecture.
When it comes to rule of the game or skill, I could ask the class why this rule is in place, if it wasn't what could happen. I could keep asking why and let the pinball of students explore it.
I want to be more mindful to get my girls (5 and 7 years old) to ask more questions. I want to do this in our daily drives to school, during meal times, etc. I want to model it by showing my own curiosity!
I need to teach my students the importance of asking questions during their learning and show them the importance of taking learning risks. I also need to do a better job of modeling asking higher-ordering thinking questions. I first need to learn to be more comfortable with a longer wait-time in my classroom. I need to not let students off the hook so easily and help them build the confidence to actively participate in their learning.
In the English classroom, I think getting students to ask more and better / deeper questions is really linked to curiousity and engagement with the text. If we understand why a text is interesting or they connect with it on some level, then students are more willing to ask questions. Grammar is harder to get them to ask questions about the content. I like to bring in outside information about grammar and linguistics. However, with ACT prep we have to do, vocabulary study, reading, writing, and speaking and listening standards -- I just always feel like I'm trying to pack a 1000lbs into a 10 lbs suitcase.
I think what I need to go back to is remembering how to layer better. When I first started teaching, I was better at layering my vocabulary study into my texts we were reading. That allowed us to align specifically with our class time. Or having students do close reads of informational texts and select words they don't know. The problem always comes when students say 'they know all the words.'
It's always a battle we continue to fight. But my classroom is already very aligned with questioning, so this really does fall within the lineup of my courses already!
How do you (or will you) get your students to ask more questions? …better questions? …higher-level questions?
I think for me the practice of reciprocal teaching would be a good place to start. Teaching students HOW to participate in a group is key. There have been many methods available over the years, but if not used routinely and consistently, group work becomes less effective so a current practice might be an effective reset. I do know if you want to students to do something a certain way, you have to teach them the process. The same would apply to QFT. If you want your students to ask better questions you have to teach them how first. I think these approaches could help make a classroom more AI resistant, since they would be using themselves and their groups as satisfying resources.
“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?
To answer this question, the teacher Mrs. Silkes and her nine components in Hack 11 resonated with me. I want my students to feel safe to take risks, to ask whatever they wonder, and to know that a question will be met with conversation and no judgment. As Mrs. Silkes says, I will work on modeling consistency to develop a learning environment that feels safe. I will show unconditional acceptance of students' strengths and challenges as well as embracing my own - I make mistakes and I'm (mostly) not hesitant to admit those mistakes to my students! I want my small groups to feel like a safe family where it is okay to wonder anything.
ReplyDeleteTo help my students ask more—and better—questions, I plan to create a classroom environment where questioning feels natural, safe, and encouraged. One way I do this is by starting with low-risk questions that allow every student to feel successful before gradually easing into more complex, higher-level questions that require deeper thinking. As students become more comfortable, I model what strong questions sound like, provide sentence stems, and celebrate curiosity just as much as correct answers. I also incorporate structured routines like think-pair-share and inquiry-based tasks so students have time to formulate and refine their questions before sharing them. By building confidence step-by-step and promoting a culture where wondering is valued, students will feel empowered to ask richer, more thoughtful questions that drive learning forward.
ReplyDeleteHow do you (or will you) get your students to ask more questions? …better questions? …higher-level questions?
ReplyDeleteI really feel the more we know our students, make those important connections personally and academically, the better questions they will ask. For me knowing my students, their personality, their comfort zone, their daily behaviors, will help me be more aware of why or why not they are asking questions.
I really liked the information about Mrs. Silkes and how she established a culture of understanding and trust. 1. Modeling consistency in younger students is essential. They want to know what happening, when and why. 2. Trust and safety. When we develop the trust with our students, they will feel safe enough to ask questions without judgement. 3. Responsive rather than reactive. Dealing with issues that arise whether it be personal or behavioral. 4. Unity. This is created by a learning friendly, safe and trustworthy environment. Again, it's those connections with our students that help develop this. 5. Connections-says it all. We need those connections every day with every student. 6. Patience-patience with ourselves and others. 7. Unconditional Acceptance-Students need to know we all have opinions, learn differently, and require more sometimes that others. Equal is not the same, but we give that Grace to everyone in the class. 8. Transparency, honesty, and fallibility-I tell my students when I've made a mistake. I own it. We all make mistakes, but learning from them is the most important lesson of all. Being honest and open, giving Grace when Grace is needed. 9. MOST IMPORTANT-Knowing I truly care about them. I'm sure there are days they wonder what going on. If we have one of those days, I tell them how much I care about them and their learning. I remember one day especially, the day before had been difficult for all of us. Learning was a struggle. The next day, I started the day by saying that just because we ALL struggled the day before, today was a new day, and we would give it another try, slow down, ask more questions, demonstrate more of our learning. You could feel then entire class breathe a sigh of relief.
I often told my "Littles" how special they were to me. I would tell their parents how proud I was of them. Those personal connections are everything-with those connections learning is more valuable and meaningful.
How do you (or will you) get your students to ask more questions? …better questions? …higher-level questions?
ReplyDeleteI like the idea of having my students look at their notes and reflect on what would make good questions on the study guide. I like having them think about whether or not those questions will be open or closed questions. I like the idea of having them rewrite some closed questions to be open questions and visa-versa. This will get them thinking about asking better questions. I will have them reflect and give me 1-3 questions that will be focused on analysis, compare and contrast or explanations. These will be higher level questions. When they think about creating questions, perhaps they will be more inclined to naturally start to reflect on content in the future.
In my math class, I require students to take notes over all the lessons we do, so when they have a question, I first tell them to look at their notes. If they are still confused I ask them questions like she has in the book, "What are we trying to find?", "Where should we start?", "Which example does this look like?" Depending on the students and what level of understanding they are at determines how much help I am willing to give to them. Sometimes students are having a rough day and need the extra guidance. A lot of the times, I create an assignment so I do the first one question for them, then the next question we will do together, and the third question they can do on their own.
ReplyDeleteI think I will have a game show type activity and explain that students will come up with 20 questions from this semester's learning. Then I will have them try to answer the questions, and make it low stakes participation. I have about 20 kids in each of my classes, so I will most likely ask each student to come up with one question. I will use it as a review.
ReplyDeleteThen, for next semester, I will challenge each student to come up with 5 questions over the course of the semester to answer through our learning. I think this will help with rapport, but also with their ability to ask quality questions. I have a feeling we will have to talk about what makes a question a good one or not, but I really feel like they would enjoy the process and learn about questions along the way!
As an art teacher in high school, I think I'll focus on the Q-focus questions. I already have students in small groups, and I will either put a photo of art on the projector, or create specific slides for each table to write questions about.
ReplyDeleteThen, I will either have them do some digital research and answer them as the assignment, or have them swap with another table to search for the answers. I feel like this helps not only create inquisitive thinking, but also encourages students to seek out their own information and compare it to others information as well.
I would like to develop more of a culture in the room to have students ask more questions. My students feel they can ask questions, but they are not the higher level thinking questions, more the yes or no. I always try and ask them the "why," but need to go further with them. If I model good questioning, they will in turn follow suit.
ReplyDeleteThe biggest thing about getting my students to ask questions is to practice it with them. I think most people as basic questions, because they are looking/wanting a basic answer. If we teach students how to ask deeper thinking questions, it will eventually become second nature for them. They won't get good at it unless they practice it and know how to structure questions to ask for a deeper meaning.
ReplyDeleteThis is a tough question and a challenge to get students to think deeper. Practicing and modeling questions for students is what I need to do to help them. Students start at a young age asking great questions but that is taken from them in the school system and it is up to us as educators to help them get that back. Many students go through the process to get the correct answer and then they are done. They don't want to know more or wonder because they just need the answer to get good grades.
ReplyDeleteIn PE, I think getting students to ask more questions really comes down to creating a space where it feels safe to do so. A lot of kids are worried about looking like they don’t know what they’re doing, especially in the gym. I try to model curiosity myself and let them see that it’s okay to not have everything figured out. When students know I care about them and that questions won’t be judged, they’re much more willing to speak up.
ReplyDeleteTo help them ask better questions, I try to stop answering “Is this right?” and instead ask things like, “Why did you choose that?” or “What do you feel during that workout?” Over time, their questions shift from just getting through the activity to actually thinking about effort, goals, and improvement.
The culture of the classroom is a big part of getting students comfortable to enough to ask questions. Students are so worried about appearing dumb or embarrassing themselves in front of their classmates. Thus, to start encouraging my students to ask more questions, I need to show students that asking questions is a good thing by praising the students when they ask questions.
ReplyDeleteOne thing I do in my class to help students ask questions is when a student tells me they don't understand something, I will ask them which part they don't understand. This makes the student analyze the part of the process that is confusing them and ask a better question about the material.
What I need to do better is teaching students how to ask questions. I think we just assume that students know how to ask questions and shouldn't have to be taught how to ask questions. Thus, I need to spend time at the beginning of the year modeling and explaining the thinking process of how to ask questions. This will allow students to learn the process of asking questions and feel comfortable asking those questions.
To get students to answer more questions or better questions is to give them sentence stems when asking questions. To give them examples or model to them what is a great question and what is a not so great question. Teaching them how they can begin asking a question. Along with that, is letting students know that this classroom is a safe environment where they can take risks with their learning and that making mistakes is proof that you are learning. Questioning is hard for first grade students and letting them know it’s okay to make mistakes is apart of their learning.
ReplyDeleteMy students ask questions but they are not higher level thinking. I ask them why a lot to try to get them to think a little more and have a deeper answer. I like the idea of them writing questions. I think I will have them try this off of the power points that I use or any handout that I give them. I might have them switch their questions with a neighbor and they can continue to have a conversation answering them together.
ReplyDeleteI'll be the first to admit, I've never really taught students to question. I really liked the tips in Hack 10 for things we can do tomorrow: 1. Let wanderings marinate. Not every question needs to be answered as soon as it's asked. 2. Launch a lesson by brainstorming questions using questions, knowledge, answers, and next steps. 3. Show your own curiosity. I love this one especially for lower elementary. When a wonder pops in your head, share it out loud. This is a great way to get kids to start generating questions of their own. 4. Let some inquiries go unanswered. 5. Compare questions. Talk about questions and the purpose of them. Questioning can be hard for 2nd graders, so using these get started steps are a great way to get them questioning!
ReplyDeleteI really like the "scaffold, not spoon feed" hack. I have had students do a "Guided Reading Activity" and I get so frustrated with the question, what page is it on. We read together and then we sometimes do book work. I like that I can redirect my questions and allow them to answer their own questions, instead of me having to go and show them exactly where their answers are located, and allow them to see for themselves on the timeline and where they should be focusing.
ReplyDeleteI will encourage my students to ask more and better questions by making my classroom a place where risks are acceptable and encouraged. When students feel safe and supported, they are more willing to share their ideas and ask questions without worrying about being wrong. I can model curiosity by asking questions myself, encourage students to wonder about things during activities, and praise them when they ask thoughtful questions. Creating this kind of environment helps students feel confident and more engaged in their learning.
ReplyDeleteHow do you (or will you) get your students to ask more questions? …better questions? …higher-level questions?
ReplyDeleteIn elementary pe, I teach a lot of skill cues and strategies. To get my students to ask more questions, after the first round of play, I could ask the class, "what is one question you have?" I would then allow teams to discuss together something they are wondering about.
To get better questions, I would encourage them to ask "How" questions. I would teach them what a "how" question is and why it is a better question than a "what" question.
Higher-level questions in pe, would most likely be questions that are asked by student about how the game relates to their everyday life and how they can apply the game to their everyday life. Even asking how the game physically benefits them would be a great advanced question. I think in order to get my students to ask these questions, it is something that I would have to teach them. I would teach how to ask these questions and why they should ask these questions.
How do you (or will you) get your students to ask more questions? …better questions? …higher-level questions?
ReplyDeleteThat's a hard one. Students ask questions, but unfortunately, it's usually for me to give them prompts and cues. As a math teacher, I will redirect them back to their notes. I love the idea of them being able to ask questions of themselves or their partners that lead to a clearer understanding. Think how much easier teaching would be! Even if it doesn't get to the summarizer, questioner, clarifier and predictor stage, there are parts of each that my students can do with a little bit of teaching them how to ask their questions. In science, my students are pretty good at asking prediction questions and trying to figure out how to investigate. They are not always 'thinking about their thinking', but we're getting closer.
I want my classroom to be one where questions are the norm. I've used Reciprocal Teaching many times and like the idea of it, but it doesn't always go as well as it looks like it should on paper. I think this is because I was trying to teach the content at the same time as the protocol, which is a mistake I've made in other ways as well. Also, if it doesn't go well, I tend to put it away for a long time before trying it again. This is counterproductive because of course students might struggle at first but need practice and consistency with a strategy before it is successful. I definitely am planning to do QFT lessons at the start of next year in order to facilitate a questioning environment. I am also guilty of cuing before letting the prompt set in and spoon feeding if that doesn't work. I plan to change this.
ReplyDeleteTo encourage students to ask more and better questions, I focus on shifting the cognitive heavy lifting from my shoulders to theirs. I plan to use the Question Formulation Technique consistently, starting units with a puzzling image or a specific math statement to spark student-led inquiry rather than a standard lecture.
ReplyDeleteWhen it comes to rule of the game or skill, I could ask the class why this rule is in place, if it wasn't what could happen. I could keep asking why and let the pinball of students explore it.
ReplyDeleteI want to be more mindful to get my girls (5 and 7 years old) to ask more questions. I want to do this in our daily drives to school, during meal times, etc. I want to model it by showing my own curiosity!
ReplyDeleteI need to teach my students the importance of asking questions during their learning and show them the importance of taking learning risks. I also need to do a better job of modeling asking higher-ordering thinking questions. I first need to learn to be more comfortable with a longer wait-time in my classroom. I need to not let students off the hook so easily and help them build the confidence to actively participate in their learning.
ReplyDeleteIn the English classroom, I think getting students to ask more and better / deeper questions is really linked to curiousity and engagement with the text. If we understand why a text is interesting or they connect with it on some level, then students are more willing to ask questions. Grammar is harder to get them to ask questions about the content. I like to bring in outside information about grammar and linguistics. However, with ACT prep we have to do, vocabulary study, reading, writing, and speaking and listening standards -- I just always feel like I'm trying to pack a 1000lbs into a 10 lbs suitcase.
ReplyDeleteI think what I need to go back to is remembering how to layer better. When I first started teaching, I was better at layering my vocabulary study into my texts we were reading. That allowed us to align specifically with our class time. Or having students do close reads of informational texts and select words they don't know. The problem always comes when students say 'they know all the words.'
It's always a battle we continue to fight. But my classroom is already very aligned with questioning, so this really does fall within the lineup of my courses already!
How do you (or will you) get your students to ask more questions? …better questions? …higher-level questions?
ReplyDeleteI think for me the practice of reciprocal teaching would be a good place to start. Teaching students HOW to participate in a group is key. There have been many methods available over the years, but if not used routinely and consistently, group work becomes less effective so a current practice might be an effective reset. I do know if you want to students to do something a certain way, you have to teach them the process. The same would apply to QFT. If you want your students to ask better questions you have to teach them how first. I think these approaches could help make a classroom more AI resistant, since they would be using themselves and their groups as satisfying resources.