- Getting students to clarify their thinking
- e.g., ‘Why do you say that?’, ‘Could you explain further?’
- Challenging students about assumptions
- e.g., ‘Is this always the case?’, ‘Why do you think that this assumption holds here?’
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Evidence as a basis for argument
- e.g., ‘Why do you say that?’, ‘Is there reason to doubt this evidence?’
-
Alternative viewpoints and perspectives
- e.g., ‘What is the counter argument for?’, ‘Can/did anyone see this another way?’
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Implications and consequences
- e.g., ‘But if...happened, what else would result?’, ‘How does...affect...?’
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Question the question
- e.g., ‘Why do you think that I asked that question?’, ‘Why was that question important?’, ‘Which of your questions turned out to be the most useful?
- http://en.wikipedia.org/wiki/Socratic_questioning
Sunday, June 10, 2012
Socratic Questioning
From Wikipedia--not much time to read this over now, but I'll post it here for future reference.
Tuesday, May 8, 2012
Sunday, May 6, 2012
SmartArt Tips for Teachers
Main takeaway from an article entitled You Don't Have To Be An Expert To Use Technology In Your Classroom is that "you don’t have to be an expert to use technology in your teaching practice." Simple.
Sunday, April 29, 2012
Handwriting?
CBC News has posted an article entitled, "Does handwriting have a place in today's tech-driven classrooms?"
Monday, April 23, 2012
Friday, April 20, 2012
Saturday, March 31, 2012
Making the Most of Your Cl@ss Website
Educational Leadership / February 2011
Lemoyne S. Dunn
Class websites seem ubiquitous these days. Dunn's article differentiates five different levels and their relative purposes. Some purposes include disseminating new information, sharing news, provide sources related to course content, facilitate interaction, and act as a growing repository of knowledge.
Level 1: Static
Purpose: disseminate information that doesn't change
Example: Mrs. Renz's 4th Grade Class
Level 2: Semistatic
Purpose: disseminates information that changes periodically such as announcements, schedule changes, photos, etc. These sites do not regularly enhance student learning.
Example: Student Art
Level 3: Supplemental Resource
Purpose: often contain level 1 and 2 materials in addition to teacher-created and outside resources. Communication is still largely one way.
Level 4: Integral Curricular
Purpose: focus on curriculum and student learning wherein student interaction is expected.
Good idea: teachers often post higher-order curriculum-related question every week or so and require students to post a response.
Example: Mr. Licata's Math Blog
Level 5: Pedagogical Memory
Purpose: students take a greater role in directing their own learning.
Example: these are often password protected
Platforms:
Lemoyne S. Dunn
Class websites seem ubiquitous these days. Dunn's article differentiates five different levels and their relative purposes. Some purposes include disseminating new information, sharing news, provide sources related to course content, facilitate interaction, and act as a growing repository of knowledge.
Level 1: Static
Purpose: disseminate information that doesn't change
Example: Mrs. Renz's 4th Grade Class
Level 2: Semistatic
Purpose: disseminates information that changes periodically such as announcements, schedule changes, photos, etc. These sites do not regularly enhance student learning.
Example: Student Art
Level 3: Supplemental Resource
Purpose: often contain level 1 and 2 materials in addition to teacher-created and outside resources. Communication is still largely one way.
Level 4: Integral Curricular
Purpose: focus on curriculum and student learning wherein student interaction is expected.
Good idea: teachers often post higher-order curriculum-related question every week or so and require students to post a response.
Example: Mr. Licata's Math Blog
Level 5: Pedagogical Memory
Purpose: students take a greater role in directing their own learning.
Example: these are often password protected
Platforms:
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