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CURS 4200U (10)
Lecture 8

Lecture 8

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School
Department
Education
Course
CURS 4200U
Professor
Diana Petrarcha
Semester
Fall

Description
November 14, 2012  What role do questions play in the learning process? o Organize student thinking o Assess students before, during and after learning experiences o Arouse interest o Help students develop insight o Hel[p students develop attitudes and believes o Help stimulate critical thinking  Questioning o 3-5 seconds wait time meant better answers o Students who were asked higher order questions had better scores o Better quality of answers if more time is given o Students need to be able to ask questions to practice using higher order questions  Don't have the students put their hands up  Kindergarten -> "Alright, kids - put your thinking faces on." o Discouraging hands up -> "I don't care about the answer" -> I want to know how you got there o The Q-matrix can be used in classes - > laminate a chart paper board with the matrix on it -> jeopardy game -> have the kids come up with questions at particular areas of the matrix  Can test students' level by seeing what kinds of questions they ask  Blooms taxonomy o Benjamin Bloom -> American psychologist o Classification system -> way to organize  Knowledge -> somewhere to start  Recalling (memorizing) Comprehension   Understanding  Demonstration of understanding  Application  applying  Analysis  analyzing  Synthesis  creating  Evaluation  Evaluating o This doesn't show what is more important -> it shows if it's 'higher-order'  The knowledge dimension o Factual knowledge o Conceptual knowledge o Procedural knowledge o Meta-cognitive knowledge  Bloom's is not a pyramid (not the revised one, anyway)  How do we incorporate Bloom's taxonomy into our planning? o Type of question: application/applying  Applying -> based on problem solving and applying information  Consider how x and y are different or same? -> analyzing  Determine what kind of learning would occur if Bloom's taxonomy was not considered -> evaluating (making a judgment)  Do you consider one type of question better than the other? Explain why or why not? -> evaluating  Design a series of questions based on Bloom's taxonomy -> synthesis  Reading picture books o Have them listen to them, and decide when to turn the page -> listening center o Have them draw the picture as they listen o Have them write their own story while looking at the pictures  Look at Robert Munsch's website -> there are audio stories -> www.robertmunsch.com/books -> click on book and you can "listen" or "Download"  Avoid calling individual kids when asking questions -> singles them out  Double-barrelled questions o Too long -> stacking questions -> kids are confused Week 8: November 12 and 14, 2012 Agenda, Resources and Teaching Strategies: Time Agenda Teaching and Learning Required Assessment Item/Topic Strategy Reading and/or Preparation Hook A few questions for you to NA 1:10 - consider! - Observation 1:15pm - Q & A to check for 3:10 - understanding 3:15pm 5 min Description - Observe for 1:15 - Questioning: This is a teacher directed understanding of 1:25pm Why do we discussion/activity with guided task at onset; 3:15 - do it? questions and answers using - Seek questions; these three powerpoint 3:25pm - Seek responses 10 min presentations (based on the from pairs regarding readings and websites below). the "topic" on peer PPT # 1. Questioning quotes PPT response form PPT # 2. Approaches to asking - accurate completion of the questions PPT individual portion of PPT # 3. Fixing questions PPT This is completed in conjunction peer response with this peer response handout - Peer response to handout (the strategy is clarify described below). Peer Response (thoroughness, Description accuracy, depth of This is a strategy for reasoning) learners to consider concepts while giving and receiving written or verbal feedback from another learner. It can be used at the beginning of a lesson to access prior knowledge or at the end of a lesson/unit to review concepts. Method The teacher: • provides focus for the learners by posing a question or by providing questions on a table • gives an established amount of time for the learner to answer one question, switch papers with a partner, read response and
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