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Turn a typical “explain this quote” task into a high-level, scaffolded sequence of tasks.
First, the teacher presents a quote to students, next he reflects on the inadequacy of the questions he initially planned to ask, then he suggests better questions that would encourage deeper thinking, and finally, he invites students to consider which question they find most interesting.
First, students will reword a quote by Benjamin Franklin for a five-year-old, then they’ll discuss when the quote might be wrong, next they’ll adjust it to fit those situations, and finally, they could write a letter to Franklin explaining their changes.
We’ll scaffold a high level task in which students write in Dr. Seuss’ style.
We’ll pick one question and build it into a scaffolded sequence.
First, I introduce a frantic sequence of one-off questions.
We build it out into a sensible sequence that guides students deeper.
Create a high level task that will lead to deeper memorization.
First, teachers think of two similar, easily-confused terms from their content.
Then, we contrast those terms, writing an argument between them.
Finally, we find their similarities and finish writing conversation.
Change nine, unrelated questions into a single sequence.
Look at the first four questions.
Zoom in on Question 2 and consider its problems.
I show the scaffolded sequence version that I wrote.
This task is all about the product, but ignores students’ thinking. Let’s upgrade it!
Let’s create a sequence that moves students beyond merely identifying the type of figurative language.
Let’s revamp this under-developed task from a choice menu.
First, students will design a character’s room on paper, then create a diorama or build it in Google SketchUp, and finally ensure each item reflects something about the character.
First, students will choose a character and identify their deepest desire; next, they will note items in that character’s room that reflect this desire; then, they will compare it with a second character who shares a similar desire and note contrasting items; finally, they will write a scenario of a visit between the two characters and reflect on how the experience affects the first character’s desire.
How I’d improve a low-level question about a story’s genre.
How I’d update a low-level, overly engaging math question to increase the thinking skill.
How I’d update an unclear question about conflict and character change.
How I’d sharpen a dull “which one is better” question.
How I’d break down and rebuild a task about judging a volcano.
How to improve questions at the “evaluate” level of Bloom’s Taxonomy.
What would the pie chart look like for these three situations: the teacher asks the students, a student asks the teacher, or a student asks another student a question? I can tell you my pie chart would have been very lopsided.
High-level questions on their own simply aren’t enough. We must create sequences of questions!
First, students will examine the relationship between higher and lower order questions, then they will understand that effective questioning must consider the necessary preparation, and finally they will learn that lower order questions can help set up students for success with higher order questions.
First, students will learn important facts about Washington and Lincoln, next they will compare their achievements and mistakes, then they will evaluate who was the better leader based on evidence, and finally, they will engage in creative thinking with new questions.
First, students will list the adaptations of an oak tree, next they will group desert adaptations into categories, then they will explain how an oak tree’s adaptations might evolve for desert life, and finally they will write a story about an oak tree living in the desert.
How can we develop questions that move students beyond mere calculations and get them thinking?
A look at how removing structure can lead to more opportunities to think.
Here’s how asking for equivalence can extend thinking beyond the final answer.
Build a classroom culture that is comfortable with curiosity, ambiguity, and taking intellectual risks using puzzling imagery.
How can we ask questions that make students think rather than just remember?
First, we look at “remember” vs. “thinking” questions and categorize a list of questions.
Next, we explore the first of the higher-order thinking questions: evaluative.
Finally, we wrap up by looking at how to write a great divergent question.
How much time do students get to think? How much time do students need to think? How can we bring those into alignment?