Turn a typical "explain this quote" task into a high-level, scaffolded sequence of tasks.
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.
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!
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?