by Terry Heick
Are there questions that students can make thematile while teaching? Questions that can guide and support your own thinking and awareness before, duration and after your teaching?
Of course, this means that it is ‘teaching’ a traditional ‘lesson’ with a learning objective or objective. If not, this may not be very useful. This is also a list that, like many, I have done, could be unnecessarily long. Somehow, this works like a KWL Graph. The idea here, however, is less about making a rain of ideas before or after a lesson, but also having useful questions to guide the student so that they can know what to expect.
Some tips to start:
There are too many questions here to be used as they are. Ceale cherry that are useful and add to others that believe they could be useful.
You are likely to write them again for the students you teach. I would absolutely not give them to the students and I hope they “discover it.”
You can consider scaffolding or loading them at the beginning of the year for the reward later in the year
They could also consider differentiating them: Specific Shase questions to specific students at specific times depending on what you think could help
You can model answers or think about students so that students understand how and why use them
Make the questions work for your students instead of the other way around
Make students ‘obtain’ faster that others share part of their response so that students can benefit from auditory thinking in the ‘friendly for students’ language
75 questions that students can ask themselves Before, duration and after Teaching
Before teaching and learning
1. What do you learn?
What is the subject? Now, what do you learn exactly on that topic?
How seems that the teacher moves us to focus? What are they emhasing?
Is this a concept, competition or skill? Another thing? Is it specific, as a skill or vague as a concept or idea?
Is this review of something that we have already learned, extend the previous learning or the new learning?
2. What seems more important about what you learn?
At first glance, what is the ‘great idea’ or what is being learned?
What is important for the teacher to explicitly declare? What are implying is important?
What about this can help me grow as a person?
If I only learn one thing from this lesson, what should it be?
3. What do I know and I don’t know about this?
How does what is learned in what I already know?
What other ‘things’ (areas of content, thought and work of the real world, etc.) is connected?
Where have I seen or something before (inside and/or outside the classroom)?
What seem to know others about this or or the “things” like this?
4. Why is this important?
Why learn so important?
What is the value of this for me as a person?
How do others use this ‘in the real world’ and how could I change that how I approach the lesson or activity?
How do I think I could use this is in my daily life?
5. What is my role in learning this?
What do I need to be prepared (knowledge, vocabulary, materials, schedule, etc.)? What resources will be available to me?
What mentality will benefit me the most?
How can I use my strengths to learn this?
What do I need to do to learn this? What happens if I don’t?
Duration and learning?
1. What is happening?
What’s well?
What makes sense?
What is interesting?
What is surprising?
2. What seems more important?
What emphasizes?
SNCC: What is simple? What’s new? What is confusing? What is complex?
How can I separate what is ‘new’, which is ‘confusing’ and what is “complex” real and not confusing all three?
How could concept what you learn to indicate a hierarchy or priority?
3. What am I doing to help me learn?
What specific questions do I have?
How can I document questions and/or the most important ideas for future reference? Visual notes? Combined notes? I know How to take cornell notes? Record the audio? Simply ‘pay attention’ and ‘do the job’?
By learning this, what are others doing (or what have they done in the past)?
What ‘things’ observable should they be ‘doing’ or not to help me learn?
4. What is my mind doing?
How is it helping me or could it be better to help me? Where is my attention while I learn?
Where do I need curiosity? Self -discipline? Enthusiasm? Patience? An open mind?
What is my mentality? Has it changed since the beginning of the lesson?
What am I thinking or feeling and how is my learning affecting?
5. What is this connected to?
What reminds me of this or? Where do they use this in the real world?
What patterns am I seeing?
What have I learned previously that can help me learn this and what I think or should ‘Toulder’ below?
What seem to be learning others?
After teaching and learning
1. How was that?
What was more interesting?
What did I learn? Did you seem to learn what lesson was designed to learn? If not, what did I learn?
How could I affect what I missed ‘(in the classroom and in life)?
What ‘I need help’? Who can I talk about the lesson to review key ideas or clarify misunderstandings?
2. What seems more important about what was learned?
What seems less important and what seems most important about what was learned? Or is it something where what was learned does not have a clear hierarchy?
After the lesson, what seems most important of how things seemed before and the duration of the lesson? How and why?
What is “less important” from what was learned and how is it related to what is most important “?
How does my life change the value of what was learned (and any of them)?
3. What should I do with what I have learned and how should I respond to what I did not learn?
What should I do with what I learned and I know?
Who should “say” or share this?
Who would care and/or benefit more?
What can I do with this?
4. Based on what we learned today, what could we learn tomorrow?
Where does it seem to learn to be ‘heading’?
When we have learned things like it in the past, what happens next?
What could you learn about this tomorrow with help? For myself?
What could some who know it better than I ‘learn below’?
5. How have I changed what I have learned?
How do I feel with this content? Interested? Enthusiastic? Curious? Bore? Indifferent?
What is different from me? Something new that I know? Something new that can do? Is this a small change or a new way of seeing things? If the change seems useful to me or I like ‘something good’, what can I do for more, extend or deepen that change?
How else could this learn, maybe better?
How could I think about this learning in 40 days? 40 weeks? 40 months? 40 years?
