The cerebrum -- which is just Latin for "brain" -- is the newest (evolutionarily) and largest part of the brain as a whole. It is here that things like perception, imagination, thought, judgment, and decision occur. I hope you are thoughtful as you leave your comments on this blog.
Wednesday, March 28, 2012
Chapter 5: Planning (Content to Questions, Questions to Skills
Guiding questions are essential to successful partnering! Describe the characteristics of "good" guiding questions. Try and think in terms of the lessons you will be creating for this course and for your future students.
Guiding questions are key to successful partnering! There are many good ways to guide a student to success. It is very important to guide students To the information And learning that they need, Without you having to tell it to them. It is also important to connect the skill that they are learning to the Content of the lesson. Guiding questions come in two varieties. The first is big or overarching, such as the goal of the lesson. The other kind is More detailed and supporting questions. As an educator, I will make sure my students understand my guiding questions, That they are open ended, That they will need to learn important content knowledge, And lastly that it will allow me to provide A local context for the topic. A good way of guiding questions Is to think Of what you might ask Yur students in order to check Their understanding of the material.
Some characteristics of good guiding questions are that it is understandable to the students, it is open-ended meaning their are many ways to go about answering the questions and it isnt just a yes or no answer, in order to answer the question the students will have to learn the material within the unit (like estarr said The question is overarching the goal of the lesson or unit.) the questions should also be relatable to the real world around them. My questions are normally trying to make the math real for them within the questions, for example "Why do houses have the structure that they do? How can you come up with a different structure that would work?"
If we are expecting to put learning in the hands of the students, we must at least lead them in the right direction. We know the objectives of the lesson and we know the material, we just have to help them get there. Guiding questions are our means to do that. Guiding questions can be general (sometimes our lesson objectives) or specific, concentrating on one part of the objective. Students must be able to understand the guiding questions in order to use them to find answers. In addition, good guiding questions should be open-ended so that students can discuss their own ideas. Good guiding questions should be applicable to the content that needs to be covered, but also enable the students to solve a “real” problem.
Describe the characteristics of good guiding questions
Good guiding questions are supposed to frame guide and evaluate all student’s learning. The first set of guiding questions introduced to students should be inquiry based questions that tap prior knowledge. Next will be overarching questions which are the goals or objectives of the lesson, and then supporting questions. Good guiding questions should be thought provoking or higher order thinking questions. Questions that are critical and analytical and have more than one answer make good guiding questions. These questions should never be yes or no questions but open ended questions that lead to discussions. The best guiding questions are why questions followed by how. Students should be able to connect good guiding questions to their different interest and passions. These questions should lead students to real actions that can help them change the world. The objective of the teacher is to ask questions before rather than after they are answered by the content of the lesson. My goal as a teacher is to formulate the best guiding questions for the student to understand and comprehend the lesson. These questions should in turn be used to guide students effectively to the content.
Good guiding questions are open-ended questions that allow the students to provide more than just a simple yes or no answer. These questions are meant to focus on the topic but is also related to the world the students live in today. We need to remember to keep the questions real to the students and focus them towards the students' passions. The topic itself should be an overall guiding question and then provide subtopic guided questions. The students' answers and process of getting the answers can help the teacher see if the students' understand the material being taught. The students' responses are also good feedback to the teacher on whether the guided questions taught what they meant to. The questions should be provided before the content is taught this allows for the students to become active participants in their learning.
"Good" guiding questions are open-ended, with many ways to answer the question and can elicit many responses from multiple students. These questions are not just easily answered by ringing off plenty of facts and give a yes or no type answer before they even learn any materual. Students must do research and work to achieve these answers. They are though provoking in nature. Good guiding questions are driving or inquiry questions that translate the curriculum students are trying to learn in a very clear way. Some of the best guiding questions that I can recall always started with the use of "why." For example, "Why are the people of Detroit suffering so much through this economic recession?" "Why are nuclear weapons the ultimate weapon of any country?" "Why does the United States feel they need to limit the nuclear power of other nations?" Finally, guiding questions should be mentioned as early into the lesson as possible. Do not wait until the very end of the lesson to ring off a bunch of questions about their work. Explain to them what they should be looking at, as a teacher guide them in order to have successful partnering.
Guiding questions should also provoke comprehension knowledge and critical thinking skills based on topic lessons that are discussed in class. In theory, guided questions should always make sure the questions are clear and can be answered by all students. When creating guiding questions, students should first answer basic questions about the class topic and lesson followed by open ended questions or argument type of questions that require students to think and apply the information they learn in class and provide supporting details in their responses.
In this course, I feel prepared to create many “guiding questions” lessons. I find that these activities may be used every day and after classroom topics are introduced by the teacher. In that way students will be able to form discussions through using the guiding questions.
“Good” guiding questions are easily understood by students and should require critical thinking and a complex answer. Why and how questions typically require complex answers. The questions should also require students to utilize the tools and resources available to them and learn the important content knowledge and skills set by the objective in their research process. The objective and questions should also be applicable to real-life contexts because it is important for students to see the inherent value of each activity assigned.
Planning guiding questions for students is much more individualized because various resources and methods may be used in the search, internet-based information hunts may be organized, and presentations will be completely individual. I would incorporate guiding questions into independent and group work. I also liked what Prensky mentioned about asking students to make connections between their own passions and the content being researched. I may also have my students contribute questions that they would have included in the list of guiding questions and ask them to consider what information or skills those questions would have provided or led to.
Guiding questions are essential in every classroom and even more important for successful partnering. Good guiding questions should have multiple solutions and should not be easily answered. The questions should also be able to be adapted to relate to the students individual passions so it is real to them. If a guiding question can be answered by a simple “yes” or “no” then they are not good questions at all because they require no real thought.
Good guiding questions are big, "over arching" questions that lead the student on a complex path towards the main objectives of the lessons. Guiding questions can also be utilized along the way to help direct the students finding and learning and become more specific as material and content evolves. The types of questions being asked should be understandable by the students yet still open ended, requiring a complex answer. The questions should require students to use a "variety of skills and tools" and lead the students solving real world problems with multiple solutions. The questions can be tailored to suit individual interests and passions to hep motivate the student along their learning process. As an English teacher using guiding questions, I agree with Matthew that the guiding questions should be presented as early as possible. I think I could start with a very vague question for students to journal about such as, who are you? With this I could go into a unit of teaching elements of creative writing and characterizations, and how the way we define ourselves through our appearance, family, friends, conflicts, environments etc are also seen in novels. Students would learn different aspects of writing a short story and then I could lead into reading the Invisible Man where the students can dissect the book in Literature circles. Guiding questions could be, Who is the Invisible Man? Why was the narrator treated like this? Could this behavior exist today? While reading the novel, students can bring in songs or poems to distribute to the class that relate to a theme in the novel with their own guiding questions to share and discuss. This could lead into connections made to racism today, where the students can engage in project based learning, and work to create informative and interactive events to combat racism in their own communities. This would require research on the students behalf, deciding what is the most important information, how they can present the information in an interesting way, and leading an activity such as "crossing the line" to help break barriers.
I think that when preparing guiding questions for a lesson, a teacher should keep in mind the beginning and the end of her lesson.She should develop questions that will introduce the topic to the students, and at the same time demonstrate what she wants them to be able to do at the end of the lesson. An example of this might be "What is pollution and what can we do to prevent it?" Good guiding questions should be open-ended so that students have to use critical thinking skills to answer them. In order to answer the guiding questions, students should be able to collaborate with each other and use a variety of resources. This way, they already have an good understanding of the lesson. After the questions have been answered, then the teacher can guide them through the rest, instead of lecturing. In addition, good guiding questions should relate the content to the lesson to the real world and to students' individual interests.
Guiding questions are essential to successful partnering! Describe the characteristics of "good" guiding questions. Try and think in terms of the lessons you will be creating for this course and for your future students.
Although there are two types of guiding questions (overarching and detail-orientated), there are some characteristics that establish the good from the bad. Good guiding questions should be prefaced by a “why” or “how,” easily understandable, convey important knowledge, flexible to connect with student interests, and inspire students to take real action (both locally and globally).
An example of a guiding question may be, “how is Pearl Harbor similar to 9/11 and how can we prevent it from happening again?” A question like this can give students a more complete understanding of the content because it requires a thoughtful, complex answer. Further, it can create meaningful learning for students and encourage them to “be real” with the world around them.
Guiding guestions are essential to successful partnering! Describe the characteristics of "good" guiding questions. Try and think in terms of the lessons you will be creating for this course and for your future students.
A good guiding question first must allow the students to give more then one answer. It is not a yes or no question. They are suppose to allow the students to come up with many different answers while also evaluating the student's learning. These questions should have students doing research to be able to come up with an educated answer rather then a quick guess.
*Guiding questions are essential to successful partnering! Describe the characteristics of "good" guiding questions. Try and think in terms of the lessons you will be creating for this course and for your future students.* Guiding questions must make sense to the students. As a teacher is preparing they must see it from a student's point of view. Also, all of the guided questions must not have cut and dry "simple" answers. The question should be open ended and the answers should be in depth and full of thought. Also, the questions are usually about a why and then followed by a how. Also the guiding questions should be a form of assessment for the partnering teacher. Any kind of curriculum can be turned into guiding questions. In fact, when introducing a new unit, guided questions should be used so that students are able to voice what they know and then the teaching should come after the teacher sees where the students are as far as understanding the material.
Guiding questions are key to successful partnering! There are many good ways to guide a student to success. It is very important to guide students to the information and learning that they need, The partnering pedagogy is all about asking questions the students before they learn the content rather than after they learn it. The questions should be answered by the content of the lessons. As a teacher we should always begin with formulating a series of guiding questions for students to answer. Good guiding questions should ask why followed up by a how. The questions should be formulated by the students so that they have an interest in what they are learning. The key is for us as teachers to RELATE to our students through our guiding questions and content!
In partnering, teachers do not need to spend endless hours planning lectures and notes for their students. However, teachers need to spend ample time creating the guiding questions for the units/lessons. Guiding questions should address the context of the unit but in question form. In partnering, students are given the questions before the unit rather than after. As the students find the answers to the questions, (if the questions are "good" questions) they are guided to learn about the unit and their learning is evaluated. Guiding questions are such a major aspect of partnering and therefore, they must be "good" questions. "Good" guiding questions should have several answers, be open-ended and complex, bring students to an answer about the content, and teach students to solve and evaluate problems. "Good" guiding questions first ask why and then ask how. These questions really challenge students to think critically and practically and check for understanding. There are two types of guiding questions: big/overachieving questions and detailed incremental/supporting questions. Big questions address the goals and objectives of the unit and supporting questions focus on the specific details of the unit. Good guiding questions should also be motivating and relate to the students' passions. Good resources to use to develop good guiding questions are chapter names/ heading from the textbook and the students themselves. Good guiding questions relate directly to my lessons as a health teacher. Health is not a subject that can be taught straight from the textbook. A quality health curriculum addresses opinions, personal behaviors and ideas, and feelings and emotions. Open-ended, multiple-answer questions can provide excellent class discussion points in a health class. It is extremely important that students learn all of the different views about health and the aspects of well-being. As a future, Special Education teacher, it is also important to allow students to find the answers to the guiding questions in whatever way they chose. Students learn in all different ways and it's the teacher's job to differentiate instruction so each student can be successful.
Guiding questions are used to translate the lesson content into questions to guide the students to the information without having to tell them the answer. The questions should allow students to make connections to the skills or verbs being learned. Good guiding questions can refer to goals and objectives of the lesson (general), or be more detailed and specific. The questions can be open ended, requiring students to think critically for the answer and to use the content knowledge from the lesson to answer. The questions should be given before the lesson or unit so that the students must find the answers as they are guided through the unit. These questions provide a good assessment for students to see if they know their material. Good guiding questions are motivating and can relate to the student’s passions. The questions should ask “why” and “how” rather than be a simple “yes” or “no” response. I also think good guiding questions make students think critically and even research to find their answers, rather than be told the answer by the teacher. Good questions also allow the student to make connections with their own passions such as music, sports, etc.
While these questions can be used in any subject, it can be helpful during health and special education. I also think that certain questions can be used in the gymnasium during physical education as a homework assignment for a follow up question to a particular lesson. For instance, maybe during a sport education unit on soccer and the World Cup, you ask the students a question about their team’s history that they research for homework. In a health class there should be much discussion and open ended questions to go along with the factual information being taught. Students should be asked questions that allow them to give their personal opinions, emotions and feelings. The use of discussion and open ended questions can allow students to formulate their own opinions and answers to share with the class and learn the lesson content while focusing on the guiding questions. The same can be done in a special education setting, where the teacher may be able to provide more assistance to students who are researching the answers to the guiding questions in their own way.
While conducting partnering style teaching in a classroom the main goal of it is to foster a learning environment where the students are in control of their education. In order to create a good learning environment, the teacher needs to create well structured guided questions to help students explore their boundaries. It is important to have overarching questions. These questions are geared to find goals of the lessons the students will be working with. The students may or may not be able to answer these types of questions straight off the bat but after working with the materials they will come to an answer. Teachers also want to be sure to include incremental questions that will guide students towards their overarching/goal questions. When thinking about these questions, teachers want to make sure that students understand the questions. Teachers also want to provide open ended questions that will need critical thinking to be done in order to be answered. A third attribute important to consider when creating a guided questions should be if the student needs to learn content knowledge before approaching the task and finally are my questions guide students to text that will help them solve the problem.
I think that the key for a successful partnering is how a teacher can translate the class curriculum into a serious of guiding “good” questions. It is important that before the questions are giving the teacher make sure that students understand that the questions are part of the content of the lesson and the resources that they can use to answer them. I think that “Good” guided questions need to have the following characteristics; Focus on the topic of the lesson and related to students everyday life and passions. Are open-ended questions meaning that students have many ways to answer the question. Make student’s research for the answer by themselves or in group. Have fun while there are researching for the answer and learning at the same time.
Partnership is successful almost exclusively by guiding question. It is an educator responsibility to guide a student’s success. It is clear that in the past teachers, parents and even our government has told us how to think. Today we must lead the students to the thinking process. This pedagogy will enhance the learning process by asking questions that are entwined in the contents of the lesson. This process will involve the educators to do research of their own, above and beyond the standard curriculum. Qualifying question ask WHY? They are followed by a HOW question to show a clear understanding of the subject matter? It is important that the questions relate to and are real to the students. Simply they have to make sense. They should not be unnecessarily complicated to answer. The qualifying questions must evoke a thinking process which will trigger the student to absorb and retain the information. The partnership pedagogy and guiding questions should result in a full comprehension of the lesson.
Guiding questions have many characteristics. Guiding questions are “the device that frames, guides, and ultimately evaluates, all learning”. Guiding questions are the primary way teachers translate the curriculum they are required to teach into the partnering pedagogy. Guiding questions come in two varieties, which are big or overarching questions. Guiding questions are understandable, and open ended. As stated in this chapter, good guiding questions are usually about a why followed up with a how.
“Good” guiding questions should be open-ended (Socratic) and have multiple answers. I like questions that require creative thinking and will make my students not only really think, but think outside the box. These kinds of questions can motivate students to promote change in the real world.
Good guiding questions should also be interesting and motivating. They should be questions that make the students excited about the subject matter. They should also reflect the interests and passions of the students whenever possible. If students are able to make connections between what they are learning and what they enjoy, they will be more engaged. We can also differentiate instruction by teaching through subject matter that students enjoy and have some sort of understanding about.
Some guiding questions should also come directly from the students. When offering students guiding questions, we as teachers should ask students what questions they feel should be included in the lesson. Most importantly, good guiding questions should reflect the content and skills you are trying to get your students to master.
Planning in partnering is essential for learning. This would include guiding your students in the direction of the information and allowing them to become critical thinkers. To engage the students in the curriculum, connections have to be made to the lessons, along with the use the various skills that are to be taught or that they have previous acquired. With the use of the guiding questions, these should be questions that can have more then one answer, be able to challenge your ways of thinking and be engaging.
Good guiding questions should incorporate real life content that will allow our students to be challenge to respond with open ended answers that will stimulate their interest and give them a sense of leadership in directing their own lesson plans. Also, questions must be relevant for this to be successful.
Good guiding questions should incorporate real life content that will allow our students to be challenge to respond with open ended answers that will stimulate their interest and give them a sense of leadership in directing their own lesson plans. Also, questions must be relevant for this to be successful.
25 comments:
Guiding questions are key to successful partnering! There are many good ways to guide a student to success. It is very important to guide students To the information And learning that they need, Without you having to tell it to them. It is also important to connect the skill that they are learning to the Content of the lesson. Guiding questions come in two varieties. The first is big or overarching, such as the goal of the lesson. The other kind is More detailed and supporting questions. As an educator, I will make sure my students understand my guiding questions, That they are open ended, That they will need to learn important content knowledge, And lastly that it will allow me to provide A local context for the topic. A good way of guiding questions Is to think Of what you might ask Yur students in order to check Their understanding of the material.
Some characteristics of good guiding questions are that it is understandable to the students, it is open-ended meaning their are many ways to go about answering the questions and it isnt just a yes or no answer, in order to answer the question the students will have to learn the material within the unit (like estarr said The question is overarching the goal of the lesson or unit.) the questions should also be relatable to the real world around them. My questions are normally trying to make the math real for them within the questions, for example "Why do houses have the structure that they do? How can you come up with a different structure that would work?"
If we are expecting to put learning in the hands of the students, we must at least lead them in the right direction. We know the objectives of the lesson and we know the material, we just have to help them get there. Guiding questions are our means to do that. Guiding questions can be general (sometimes our lesson objectives) or specific, concentrating on one part of the objective. Students must be able to understand the guiding questions in order to use them to find answers. In addition, good guiding questions should be open-ended so that students can discuss their own ideas. Good guiding questions should be applicable to the content that needs to be covered, but also enable the students to solve a “real” problem.
Describe the characteristics of good guiding questions
Good guiding questions are supposed to frame guide and evaluate all student’s learning. The first set of guiding questions introduced to students should be inquiry based questions that tap prior knowledge. Next will be overarching questions which are the goals or objectives of the lesson, and then supporting questions. Good guiding questions should be thought provoking or higher order thinking questions. Questions that are critical and analytical and have more than one answer make good guiding questions. These questions should never be yes or no questions but open ended questions that lead to discussions. The best guiding questions are why questions followed by how. Students should be able to connect good guiding questions to their different interest and passions. These questions should lead students to real actions that can help them change the world. The objective of the teacher is to ask questions before rather than after they are answered by the content of the lesson. My goal as a teacher is to formulate the best guiding questions for the student to understand and comprehend the lesson. These questions should in turn be used to guide students effectively to the content.
Good guiding questions are open-ended questions that allow the students to provide more than just a simple yes or no answer. These questions are meant to focus on the topic but is also related to the world the students live in today. We need to remember to keep the questions real to the students and focus them towards the students' passions. The topic itself should be an overall guiding question and then provide subtopic guided questions. The students' answers and process of getting the answers can help the teacher see if the students' understand the material being taught. The students' responses are also good feedback to the teacher on whether the guided questions taught what they meant to. The questions should be provided before the content is taught this allows for the students to become active participants in their learning.
"Good" guiding questions are open-ended, with many ways to answer the question and can elicit many responses from multiple students. These questions are not just easily answered by ringing off plenty of facts and give a yes or no type answer before they even learn any materual. Students must do research and work to achieve these answers. They are though provoking in nature. Good guiding questions are driving or inquiry questions that translate the curriculum students are trying to learn in a very clear way. Some of the best guiding questions that I can recall always started with the use of "why." For example, "Why are the people of Detroit suffering so much through this economic recession?" "Why are nuclear weapons the ultimate weapon of any country?" "Why does the United States feel they need to limit the nuclear power of other nations?"
Finally, guiding questions should be mentioned as early into the lesson as possible. Do not wait until the very end of the lesson to ring off a bunch of questions about their work. Explain to them what they should be looking at, as a teacher guide them in order to have successful partnering.
Guiding questions should also provoke comprehension knowledge and critical thinking skills based on topic lessons that are discussed in class. In theory, guided questions should always make sure the questions are clear and can be answered by all students. When creating guiding questions, students should first answer basic questions about the class topic and lesson followed by open ended questions or argument type of questions that require students to think and apply the information they learn in class and provide supporting details in their responses.
In this course, I feel prepared to create many “guiding questions” lessons. I find that these activities may be used every day and after classroom topics are introduced by the teacher. In that way students will be able to form discussions through using the guiding questions.
“Good” guiding questions are easily understood by students and should require critical thinking and a complex answer. Why and how questions typically require complex answers. The questions should also require students to utilize the tools and resources available to them and learn the important content knowledge and skills set by the objective in their research process. The objective and questions should also be applicable to real-life contexts because it is important for students to see the inherent value of each activity assigned.
Planning guiding questions for students is much more individualized because various resources and methods may be used in the search, internet-based information hunts may be organized, and presentations will be completely individual. I would incorporate guiding questions into independent and group work. I also liked what Prensky mentioned about asking students to make connections between their own passions and the content being researched. I may also have my students contribute questions that they would have included in the list of guiding questions and ask them to consider what information or skills those questions would have provided or led to.
Guiding questions are essential in every classroom and even more important for successful partnering. Good guiding questions should have multiple solutions and should not be easily answered. The questions should also be able to be adapted to relate to the students individual passions so it is real to them. If a guiding question can be answered by a simple “yes” or “no” then they are not good questions at all because they require no real thought.
Good guiding questions are big, "over arching" questions that lead the student on a complex path towards the main objectives of the lessons. Guiding questions can also be utilized along the way to help direct the students finding and learning and become more specific as material and content evolves. The types of questions being asked should be understandable by the students yet still open ended, requiring a complex answer. The questions should require students to use a "variety of skills and tools" and lead the students solving real world problems with multiple solutions. The questions can be tailored to suit individual interests and passions to hep motivate the student along their learning process.
As an English teacher using guiding questions, I agree with Matthew that the guiding questions should be presented as early as possible. I think I could start with a very vague question for students to journal about such as, who are you? With this I could go into a unit of teaching elements of creative writing and characterizations, and how the way we define ourselves through our appearance, family, friends, conflicts, environments etc are also seen in novels. Students would learn different aspects of writing a short story and then I could lead into reading the Invisible Man where the students can dissect the book in Literature circles. Guiding questions could be, Who is the Invisible Man? Why was the narrator treated like this? Could this behavior exist today? While reading the novel, students can bring in songs or poems to distribute to the class that relate to a theme in the novel with their own guiding questions to share and discuss. This could lead into connections made to racism today, where the students can engage in project based learning, and work to create informative and interactive events to combat racism in their own communities. This would require research on the students behalf, deciding what is the most important information, how they can present the information in an interesting way, and leading an activity such as "crossing the line" to help break barriers.
I think that when preparing guiding questions for a lesson, a teacher should keep in mind the beginning and the end of her lesson.She should develop questions that will introduce the topic to the students, and at the same time demonstrate what she wants them to be able to do at the end of the lesson. An example of this might be "What is pollution and what can we do to prevent it?"
Good guiding questions should be open-ended so that students have to use critical thinking skills to answer them. In order to answer the guiding questions, students should be able to collaborate with each other and use a variety of resources. This way, they already have an good understanding of the lesson. After the questions have been answered, then the teacher can guide them through the rest, instead of lecturing. In addition, good guiding questions should relate the content to the lesson to the real world and to students' individual interests.
Guiding questions are essential to successful partnering! Describe the characteristics of "good" guiding questions. Try and think in terms of the lessons you will be creating for this course and for your future students.
Although there are two types of guiding questions (overarching and detail-orientated), there are some characteristics that establish the good from the bad. Good guiding questions should be prefaced by a “why” or “how,” easily understandable, convey important knowledge, flexible to connect with student interests, and inspire students to take real action (both locally and globally).
An example of a guiding question may be, “how is Pearl Harbor similar to 9/11 and how can we prevent it from happening again?” A question like this can give students a more complete understanding of the content because it requires a thoughtful, complex answer. Further, it can create meaningful learning for students and encourage them to “be real” with the world around them.
Guiding guestions are essential to successful partnering!
Describe the characteristics of "good" guiding questions. Try and think in terms of the lessons you will be creating for this course and for your future students.
A good guiding question first must allow the students to give more then one answer. It is not a yes or no question. They are suppose to allow the students to come up with many different answers while also evaluating the student's learning. These questions should have students doing research to be able to come up with an educated answer rather then a quick guess.
*Guiding questions are essential to successful partnering! Describe the characteristics of "good" guiding questions. Try and think in terms of the lessons you will be creating for this course and for your future students.*
Guiding questions must make sense to the students. As a teacher is preparing they must see it from a student's point of view. Also, all of the guided questions must not have cut and dry "simple" answers. The question should be open ended and the answers should be in depth and full of thought. Also, the questions are usually about a why and then followed by a how. Also the guiding questions should be a form of assessment for the partnering teacher. Any kind of curriculum can be turned into guiding questions. In fact, when introducing a new unit, guided questions should be used so that students are able to voice what they know and then the teaching should come after the teacher sees where the students are as far as understanding the material.
Guiding questions are key to successful partnering! There are many good ways to guide a student to success. It is very important to guide students to the information and learning that they need, The partnering pedagogy is all about asking questions the students before they learn the content rather than after they learn it. The questions should be answered by the content of the lessons. As a teacher we should always begin with formulating a series of guiding questions for students to answer. Good guiding questions should ask why followed up by a how. The questions should be formulated by the students so that they have an interest in what they are learning. The key is for us as teachers to RELATE to our students through our guiding questions and content!
In partnering, teachers do not need to spend endless hours planning lectures and notes for their students. However, teachers need to spend ample time creating the guiding questions for the units/lessons. Guiding questions should address the context of the unit but in question form. In partnering, students are given the questions before the unit rather than after. As the students find the answers to the questions, (if the questions are "good" questions) they are guided to learn about the unit and their learning is evaluated. Guiding questions are such a major aspect of partnering and therefore, they must be "good" questions. "Good" guiding questions should have several answers, be open-ended and complex, bring students to an answer about the content, and teach students to solve and evaluate problems. "Good" guiding questions first ask why and then ask how. These questions really challenge students to think critically and practically and check for understanding. There are two types of guiding questions: big/overachieving questions and detailed incremental/supporting questions. Big questions address the goals and objectives of the unit and supporting questions focus on the specific details of the unit. Good guiding questions should also be motivating and relate to the students' passions. Good resources to use to develop good guiding questions are chapter names/ heading from the textbook and the students themselves. Good guiding questions relate directly to my lessons as a health teacher. Health is not a subject that can be taught straight from the textbook. A quality health curriculum addresses opinions, personal behaviors and ideas, and feelings and emotions. Open-ended, multiple-answer questions can provide excellent class discussion points in a health class. It is extremely important that students learn all of the different views about health and the aspects of well-being. As a future, Special Education teacher, it is also important to allow students to find the answers to the guiding questions in whatever way they chose. Students learn in all different ways and it's the teacher's job to differentiate instruction so each student can be successful.
Guiding questions are used to translate the lesson content into questions to guide the students to the information without having to tell them the answer. The questions should allow students to make connections to the skills or verbs being learned. Good guiding questions can refer to goals and objectives of the lesson (general), or be more detailed and specific. The questions can be open ended, requiring students to think critically for the answer and to use the content knowledge from the lesson to answer. The questions should be given before the lesson or unit so that the students must find the answers as they are guided through the unit. These questions provide a good assessment for students to see if they know their material. Good guiding questions are motivating and can relate to the student’s passions. The questions should ask “why” and “how” rather than be a simple “yes” or “no” response. I also think good guiding questions make students think critically and even research to find their answers, rather than be told the answer by the teacher. Good questions also allow the student to make connections with their own passions such as music, sports, etc.
While these questions can be used in any subject, it can be helpful during health and special education. I also think that certain questions can be used in the gymnasium during physical education as a homework assignment for a follow up question to a particular lesson. For instance, maybe during a sport education unit on soccer and the World Cup, you ask the students a question about their team’s history that they research for homework. In a health class there should be much discussion and open ended questions to go along with the factual information being taught. Students should be asked questions that allow them to give their personal opinions, emotions and feelings. The use of discussion and open ended questions can allow students to formulate their own opinions and answers to share with the class and learn the lesson content while focusing on the guiding questions. The same can be done in a special education setting, where the teacher may be able to provide more assistance to students who are researching the answers to the guiding questions in their own way.
While conducting partnering style teaching in a classroom the main goal of it is to foster a learning environment where the students are in control of their education. In order to create a good learning environment, the teacher needs to create well structured guided questions to help students explore their boundaries. It is important to have overarching questions. These questions are geared to find goals of the lessons the students will be working with. The students may or may not be able to answer these types of questions straight off the bat but after working with the materials they will come to an answer. Teachers also want to be sure to include incremental questions that will guide students towards their overarching/goal questions.
When thinking about these questions, teachers want to make sure that students understand the questions. Teachers also want to provide open ended questions that will need critical thinking to be done in order to be answered. A third attribute important to consider when creating a guided questions should be if the student needs to learn content knowledge before approaching the task and finally are my questions guide students to text that will help them solve the problem.
I think that the key for a successful partnering is how a teacher can translate the class curriculum into a serious of guiding “good” questions. It is important that before the questions are giving the teacher make sure that students understand that the questions are part of the content of the lesson and the resources that they can use to answer them. I think that “Good” guided questions need to have the following characteristics;
Focus on the topic of the lesson and related to students everyday life and passions.
Are open-ended questions meaning that students have many ways to answer the question.
Make student’s research for the answer by themselves or in group.
Have fun while there are researching for the answer and learning at the same time.
Partnership is successful almost exclusively by guiding question. It is an educator responsibility to guide a student’s success. It is clear that in the past teachers, parents and even our government has told us how to think. Today we must lead the students to the thinking process. This pedagogy will enhance the learning process by asking questions that are entwined in the contents of the lesson. This process will involve the educators to do research of their own, above and beyond the standard curriculum. Qualifying question ask WHY? They are followed by a HOW question to show a clear understanding of the subject matter? It is important that the questions relate to and are real to the students. Simply they have to make sense. They should not be unnecessarily complicated to answer. The qualifying questions must evoke a thinking process which will trigger the student to absorb and retain the information. The partnership pedagogy and guiding questions should result in a full comprehension of the lesson.
Guiding questions have many characteristics. Guiding questions are “the device that frames, guides, and ultimately evaluates, all learning”.
Guiding questions are the primary way teachers translate the curriculum they are required to teach into the partnering pedagogy. Guiding questions come in two varieties, which are big or overarching questions. Guiding questions are understandable, and open ended. As stated in this chapter, good guiding questions are usually about a why followed up with a how.
“Good” guiding questions should be open-ended (Socratic) and have multiple answers. I like questions that require creative thinking and will make my students not only really think, but think outside the box. These kinds of questions can motivate students to promote change in the real world.
Good guiding questions should also be interesting and motivating. They should be questions that make the students excited about the subject matter. They should also reflect the interests and passions of the students whenever possible. If students are able to make connections between what they are learning and what they enjoy, they will be more engaged. We can also differentiate instruction by teaching through subject matter that students enjoy and have some sort of understanding about.
Some guiding questions should also come directly from the students. When offering students guiding questions, we as teachers should ask students what questions they feel should be included in the lesson. Most importantly, good guiding questions should reflect the content and skills you are trying to get your students to master.
Planning in partnering is essential for learning. This would include guiding your students in the direction of the information and allowing them to become critical thinkers. To engage the students in the curriculum, connections have to be made to the lessons, along with the use the various skills that are to be taught or that they have previous acquired. With the use of the guiding questions, these should be questions that can have more then one answer, be able to challenge your ways of thinking and be engaging.
Good guiding questions should incorporate real life content that will allow our students to be challenge to respond with open ended answers that will stimulate their interest and give them a sense of leadership in directing their own lesson plans. Also, questions must be relevant for this to be successful.
Good guiding questions should incorporate real life content that will allow our students to be challenge to respond with open ended answers that will stimulate their interest and give them a sense of leadership in directing their own lesson plans. Also, questions must be relevant for this to be successful.
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