Print this article. Skip to main content. Conversations with Children! Janis Strasser. Analyze Child 1 : I will show you what I can do. Child 2 : I want to work with the cups too. Teacher : Maybe you can collaborate and share ideas. Child 2 : Yeah, we can work together.
Child 1 : We can build a tower. Understand Child : I put these two and put these one at a time and then these two. Analyze Child : He becomes excited, pointing. I show you! Teacher : Please demonstrate! Understand Child : The white part. Apply Child : I was trying and trying and trying!
Analyze Child : This one is the right way and this one is down. Teacher : Oh, this one is right side up and this one is upside down! Teacher : I am excited to see how you are building the enclosures. Understand Child : He draws as he speaks. You have to keep going. Child : Yeah. Analyze , Evaluate , Create Child : He makes the black line on the paper thicker and retries the Ozobot, but it still stops and turns around. Analyze , Evaluate , Create Child : I gonna do the whole thing again.
Teacher : Tell me about the baby. Apply Child : This girl has a baby. We going to the doctor because we all sick. Evaluate Child : The doctor has to check my heart and then he gonna check my mouth. Apply , Analyze , Evaluate Child : They go to bed back home and go to sleep. Understand , Apply Child : She nods her head in affirmation and smiles broadly.
Use active listening strategies: make eye contact, encourage children to share their ideas, and restate or summarize what they say. How will you change it now? Can you draw your plans? Can you illustrate the story to make a picture book? Audience: Teacher. Age: Preschool. Teaching Young Children.
Buy this issue. Getting Started with Designing Effective Questions Determine your learning objectives and align the questions with the objectives. Consider which level of learning you are targeting i. Develop different question strategies. Examples include: Ask students to explain the cause of an event or why a given situation or condition has arisen. These usually begin with "Why" open-ended question. Ask students to compare and contrast situations, cases, ideas, people, or objects. Ask students to explain how to do something.
Am I trying to tell the students what the message is? Furthermore, students who lacked conceptual knowledge and asked questions to fill in the gaps scored better on subsequent conceptual tests than those who did not. During this process, learning may occur through the formation and rearrangement of cognitive networks or schemata as students progressively construct explanations and answers to each question that they pose while working on tasks set by the teacher. What else could have changed the whole story? Kulas, Kulas, L. Learning new content material through cooperative group discussion.
Ask student to use their reasoning to predict something. Put the question through the following filters: Does this question draw out and work with pre-existing understandings that students bring with them? What do we want to solve?
Why is this a problem that needs a solution? What is the scope of the problem? What other problems does this cause that should be noted? Using Keywords What are keywords and why are they important? Do my keywords use primary nouns from the content? How do my keywords describe my topic? How can these keywords help me form relevant questions?
How do I choose keywords to target specific information?
Speaking of enjoyment, we hope you find this list useful in your teaching. A Huge List Of Critical Thinking Questions for Teachers to Use. Critical thinking is the heart and soul of learning, and–in our estimation 'how' behind teaching critical thinking by outlining which questions to ask. your critical thinking skills on Classpert (a free online course search engine) if that's useful.
What types of keywords yield broader results? Citing Information Sources What is plagiarism and what are its potential consequences?
What does a proper citation look like? What kinds of things do you need to cite? When is it necessary to directly quote a source? When is it acceptable to paraphrase from a source? How can you verify your citations are correct? When is it necessary to contact an author for permission to publish?
How do we construct an accurate, complete, and verifiable bibliography? Forming Exploratory Questions What are my primary information needs? What kinds of information am I missing? How does understanding the problem help me build a questioning strategy?
Are my questions clear and concise with a definite purpose? How would I rephrase or restate my questions if necessary? Do my questions require thoughtful and creative answers?
Can I develop new questions spontaneously around the problem? What information do we need to keep?
What information can be discarded? How do we effectively categorize what we've collected? What patterns are we seeing in our information, if any? How will we check our information sources for reliability? How do we differentiate fact from opinion? How can we tell our information is answering our original question?
How can I tell if the information I am using is fact-based? Is opinion or bias present in the information? Is the author a credible and verifiable source? What is the author's breadth of experience with this subject? Applying Information to the Original Problem How can we apply our knowledge to the problem?
What can we create as a solution using our knowledge? How will we know if it's working? What's the best way s to share this knowledge with others? Where did we fall short? Where can we improve our processes?
Where are the opportunities for greater learning here? How will it function? What will it look like? What past experiences can I use in this idea? What speaks to me on the deepest levels?