3 Things I learned:
1) A student who can provide an acceptable answer has not necessarily mastered the learning--it just means that the student has figured out what the teacher wants to hear and repeats it. The student hasn't internalized the knowledge or connected the "answer" to a larger context of meaning.
2) The failure to make any in depth exploration or additional insight communicates to student very simplistic views of knowledge and shows that the teacher is only interested in the scope of information that is a initiated by the teacher.
3) The kind of learning which lends itself to IRE patterns of instruction is limited to lower cognitive level processes which stress “recall of information” and questions aimed at producing accurate recall or simple identification “do little to promote any real thinking.”
2 Things I Found Interesting:
1) The best way to to approach establishing appropriate types of questions is to shift attention away from the questioning process and toward the learning.
2) Teachers typically wait one second or less for students to start a reply to their question before calling on another student or supplying information related to the question themselves. Interestingly, in studies where teachers were asked to incorporate longer than typical wait times, the action led to “more active participation in lessons by a larger percentage of the students.”
1 question I have:
Why do so many teachers practice the method of asking questions, in which they seek only one correct answer?
How does asking essential questions improve learning in schools?
Asking essential questions improves learning in schools because it gives students opportunities to be challenged and wrestle the big ideas. By actively exploring essential questions, students can arrive at a deeper understandings and have greater coherence in their content knowledge and skills.
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