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A Whole New Mind
Daniel H. Pink, Opening Keynote
Contrary to the skill and drill emphasis inAmericas public schools, the future
belongs to a different kind of person with
a different kind of mind: designers,inventors, teachers and storytellers.
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Questions can
Excite interest or curiosity
Direct thinking in new and unexplored ways
Encourage reflection
Model thinking
Make connections
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Good questions are tools for learning
What other metaphors?
Good questions are like ??
A playground?
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Are students getting the kind of brainbuilding workouts with good questions
at school?
For all the good things that standards and standards
based bubble in testing have brought to the
educational community, it is hard to argue that we
are now experiencing a plethora of higher level
thinking supported by quality open ended questions.
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Educational LeadershipFebruary 2008
Any subjectbe it physics, art, or auto repaircan
promote critical thinking as long as teachers teach inintellectually challenging ways.
Batemans corollary:
Any activitybe it soccer, doing the laundry, or
grocery shoppingcan promote critical thought aslong as parents use the opportunity to ask the rightquestions.
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Original Terms New Terms Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
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Thinking about Blooms
Lets consider the topic of flowers. What are some
questions at each level? Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
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Difference between difficulty andcomplexity
Name the fifty states in order from least to
greatest based on the number of letters in thename of their capital.
What are the important elements a state mightconsider in selecting which city would be the
best capital?
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A student can put greateffort into a learning task
that is at the lowest level of
thinking. This is like working on a treadmill to increase
the muscle of your upper arms. You may get
some benefit and learn something aboutpersistence in learning, but it is not aimed at
the particular body part that you need to
exercise.
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Every student needs brain exercise, but
like an athlete, students of differentabilities and background need training
of different kinds
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The below average learner
Synthesis and evaluation
Application and analysis
Knowledge and comprehension
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The average learner
Knowledge and comprehension
Application and analysis
Synthesis and evaluation
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The gifted learner
Synthesis and evaluation
Application and analysis
Knowledge and comprehension
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Can creativity be developed?
Yes and good questions are the vehicle
How many ways can you think of to catch a
fish?
Please give at least 20 ways
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Questions that produce creativity, askfor:
FluencyHow many ways.
Flexibility -- What other.
OriginalityWhat is the most unique .
ElaborationWhat else.
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FluencyHow many ways can you catch afish?
Flexibility -- What other animals can you catch
with a fishing rod? OriginalityWhat is the most unique method
of using a fishing pole for survival?
ElaborationWhat else would I need to knowto survive in the wilderness with just a fishingpole?
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SCAMPER questions
Substitutewhat if the wolf were an octopus?
CombineWhat would a zeon (zebra and lion) look like? Whatwould be its advantages and disadvantages in the wild?
AdjustWhat if people were born with wheels instead of feet, whatadjustments would we need to make?
Modify, magnify or minifyWhat if worms could grow tofive feet long and a foot wide? What if flowers bloomed all year long andnever wilted?
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Put to other usesHow could you use only kitchen utensils tocreate a garden?
Eliminate - What if all people were born without legs, how would weget around?
Reverse or RearrangeWhat if Fourth of July happened duringthe winter?
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Instead of the traditional 5 Ws and an H
Ask questions about
possibilityWhat can
ProbabilityWhich would
PredictionWhy will
ImaginationHow might
What are some good examples of these kinds ofquestions???
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Out of the Questionby Sally Godinhoand Jeni Wilson suggests 3 Cs and 3
Ps
CritiqueWhat are the strengths and weaknesses of this approach?
CompareWhat are the similarities between ________ and_________?
ConnectWhat relationships do you see?
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GATE Thinking Tool icons as
prompts for questions
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Parts
Attributes
Factors
Variables
Example:
Identify and label the partsof the story.
Where did the story takeplace?
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When you think of the story, The Three
Little Pigs, what specializedvocabulary do we use?
What specialized words do weuse to talk about narratives?
Character
Plot
Setting
Problem Conflict
Solution
resolution
What specialized words did theauthor use to set this storyapart?
Ill huff and Ill puff and blow
your house down Not by the hair of my chinny,
chin, chin
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Repeats
Predictable
Example:Describe the repeating
elements of this story.
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Fairy Tales often have patterns of 3s.
What elements can you see in this story
that come in 3s?
What other patterns do you see?
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Multipleperspectives
Opposingviewpoints
Example:
Whos point of view is beingexpressed? Whose is notbeing expressed?
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What if this story was told from a
different point of view?The POV of the WOLF
The POV of the FIRST LITTLE PIG
The POV of the HOUSE OF BRICKS
http://rds.yahoo.com/_ylt=A0Je5xeQNHZEC24AO0aJzbkF;_ylu=X3oDMTBkcTR2NTQ2BHBvcwMzMQRzZWMDc3I-/SIG=1fuglgm2i/EXP=1148683792/**http%3a//images.search.yahoo.com/search/images/view%3fback=http%3A%2F%2Fimages.search.yahoo.com%2Fsearch%2Fimages%3Fei%3DUTF-8%26p%3Dthree%2Blittle%2Bpigs%26vm%3Dr%26fr%3DFP-tab-img-t%26b%3D21%26w=150%26h=121%26imgurl=www.malanenewman.com%2Fatcpl%2Fimg_flash_3pigs.jpg%26rurl=http%3A%2F%2Fwww.malanenewman.com%2Foffshore_development.html%26size=8.6kB%26name=img_flash_3pigs.jpg%26p=three%2blittle%2bpigs%26type=jpeg%26no=31%26tt=11,386%26ei=UTF-87/27/2019 Higher Level Thinking
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Points of view
Different opinions
Judge with criteria
Example:What should happen to thewolf as a result of hisbehavior?
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Questions toconsider.
Is lying or stealing ever justified? Does bad behavior on one persons part justify bad
behavior back?
Is judgment about wrong behavior effected by the
status of the victim? Should it be? Does ones motive make a difference, or should one
only consider the results of the behavior whenmaking judgments?
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Changes between past,present and future
Change within a specifictime period
Example:
Whats likely to happenin the future?How would this bedifferent if it took placein the past?
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Discrepancies
Missing parts
Unclear ideas
Incomplete ideas
Example:
Use FAT questions.Consider red, green, oryellow light questions
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Questioning using the stop light model
On the lineright there questions. Questionswhose answers can be directly underlined in the
text. Between the linesquestions that require some
inference, but still use the information in thetext. Also called author and me questions
Beyond the linequestions prompted by thetext but that take the questioner into their own orimaginary experiences.
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Consider questions that.
Ask what if.
What is the pigs had been the evil characters and the wolf was the good
guy?
Ask you to create an analogy
What kind of dessert represents the best analogy for this story?
Ask you to evaluateWho was smarter, the first li ttle pig or the wolf?
Ask that you combine elements.
What if the wolf from this story met the wolf from Little Red Riding Hood,
what would they say to each other?
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When to ask questions
While riding in the car
While taking a walk
Around the dinner table
While waiting
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Some of My Favorites
If ____________ is the answer, what is the
question?
Would you rather be a ___________ or a
________________?
What would a _________ think of__________?
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More favorite questions
What would you fill in here:
_________________ is bad; ____________
Is worse.
What are the ten most important words to a
____________________?
What comes after a _______________?
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The question is more important thanthe answer
A radical idea?
Is it true?
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Neil Postman 1979Teaching as a Subversive Activity
Let us make the study of the art of questioning
asking one of the central disciplines in
language education.
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Eric Booth 1999The Everyday Work of Art
The value of questions is grossly overlooked inthe high demand, quick-fix nature of our lives
and our nation. We are answer oriented
everywhere, through schooling that is almostentirely right answer driven.
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Postman again
All our knowledge results from questions,
which is another way of saying question-asking is our most important intellectual tool.
SO
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Who asks most of the questions in aclassroom?
According to J. T. Dillon, teachers ask how
many questions per hour?80
As compared to how many asked by students?
2
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Developing your childs questioning skillsBegin an activity by formulating questions.
What questions do you have about our new garden?
Create spaces for questions while doing activities
What questions does this activi ty or task raise?Model questioning and an uncertainty that allows for authentic questions.
I wonder if the acidity of the soil wil l make a dif ference?
Keep track of questions on sticky notes or in a notebook.
Be prepared to return to questions. Good questions beget more questions
Celebrate really good questions without expecting to find an answer.
Are humans the only species who appreciate a garden for its beauty and
not its util ity?
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Important Dos for questioning
Give feedback on the question itself.
Thats a really interesting question.
Take a good question and make it better.
Allow TIME!
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SomeDonts
Ask a string of questions
Ask rhetorical questions Use questioning as a behavioral management toolDo you know what wil l happen i f you ___?
Expect an answer to every question
Give feedback on every answer
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What questions do you have?