Alice+D,+Questioning,+Round+2

=Student Generated Questions/Question Formulation Technique=

Step 2: Students generate questions. There are four rules for generating questions: 1) Ask as many questions as you can, 2) do not stop to discuss questions, 3) write down each question as it was stated, and 4) change any statements to questions. Step 3: Categorize the questions as open-ended or close questions. The teacher models how to change an open-ended to close and vice versa. And as time goes on, students need to look for shifts in their questioning. Step 4: Prioritize the questions. Step 5: Students and teacher think about the next steps Step 6: Reflect on what they have learned || > [|http://www.hepg.org/hel/article/507#home] is an article that provides the gist of the steps. || This is a long process. Students are just beginning to get used to asking questions. The next step is to help students categorize the questions on a class website to document the types of questions students are asking. You also have to be really patient though as students grapple in the creation of questions. ||
 * **Title**: ||< Student Question Formulation Technique ||
 * **Subject**: ||< All subjects ||
 * **Grade**: ||< Middle School ||
 * **Time Frame**: ||< This lesson will take more than one session. ||
 * **Summary:** ||< In a regular classroom, students rely on the teachers to ask questions before they start to think. This lesson is called Question Formulation Technique modeled after the Harvard School of Education research that showed that students learn to develop their thinking and learning by asking good questions. ||
 * **Tasks**: ||< Step 1: Teachers Design a Question Focus.
 * Objectives: ||< The TEKS students would address include any TEKS in any content area that address student communication such as:
 * 6.12A communicates mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical or algebraic mathematical models.
 * 6.13B Validate his/jer conclusions using mathematical properties and relationships ||
 * Assessment: ||< I would assess the learning through the use of a rubric to determine categorize students adherence to the guidelines and the quality of their questioning, communication, and reflection. ||
 * Resources: ||< * What resources will be needed? I should read the book on which this process is taken (Just One Change). The authors contend that the single thing that would have the greatest student learning is to teach students to question. This is the foundation upon which "Flipping the Classroom" is built.[] is the book and
 * **Teacher**
 * Reflections:** || Please share what went well, what was challenging and what you might tweak or modify for your next round....
 * **Examples**: ||< * Links to teacher or student work examples. ||

Discussion:
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