7. QUICK WAYS TO MOVE THE DISCUSSION
Rephrase... Revoice
Agree or
disagree...
Add on...
8. MOVING THE DISCUSSION
Implica'ons or
Conflic'ng Views
Consequences
Students’
Main Points
Support, Reasons,
Evidence, and Origin or Source
Assump'ons
9. Amy Tan and Questions
❖ “[Life experiences] led me to my big
questions. And they are the same ones
that I have today. And they are: Why do
things happen and how do things
happen...How do I make things happen.”
❖ “But I go back to this question of, how do
I create something out of nothing? And
how do I create my own life? And I think
it is by questioning.”
10. Stephen Hawking and
Questions
❖ “...questions I would like to talk about
are: One, where did we come from? How
did the universe come into being? Are we
alone in the universe? Is here alien life
out there? What is the future of the
human race?”
❖ “All of my life I have sought to
understand the universe and find answers
to these questions. I have been very
lucky that my disability has not been a
serious handicap; indeed, it has probably
given me more time than most people to
pursue the quest for knowledge.”
11. If questions are at the beginning
of all knowledge, why aren’t we
teaching students to ask them?
13. Types of Student Questions
Need to Know Curious About
Information Information
Materials Wonder
Process Connections
Content Application
eep
e: K e
eng ll th
C hall of a
t
k
rac ions y our y.
da
est sk in 1
qu s a
tud ent
s
16. What questions do experts in the field ask?
Using Cubes
Cube 1: Who, What, Why, When, Where, and
How
Cube 2: Is, Can, Will, Could, Might, Did
Use prompting phrases
It might be interesting to know (understand
how, why, if)
I wonder if ____is related to ____.
I wonder what factors contribute to _____.
17. Analyze questions.
❖ What makes a question good?
❖ What makes it bad?
❖ Is it an inquiry, clarifying, critical thinking, or inference
question? When should you use different types of questions?
20. Generic Outline for a Seminar
Pre-Seminar
Content: What is the relevant information? (You may want to give the
students an opportunity to think about this at home or overnight.)
Process: What should we work on as a group and as individuals to make this
a good seminar?
Seminar
Opening: What is the speakers’ purpose? What would be a good title for this
talk? (Make sure the students are supporting their answers.) What is the
speaker’s passion? What is the most important idea?
Core: What is meant by…? Is this the appropriate solution? What is the
difference between this speakers’ approach and…? How do you think this
speech would be viewed by… ? Did the speaker support his or her ideas? Is
any of the information misleading? What further experiments might be
completed to support this perspective?
Closing: What does this speech teach us about…? How do these ideas relate
to our curriculum? What are the barriers to the implementation of this
solution or idea? Why is this important? What are other related questions?
What did you learn from the other participants? Do you have any ideas for
improving the speaker’s ideas?
Post-Seminar
Process: What did we do well during our discussion?
Content: What are your new ideas?
21. Facilitator’s Role
Meaningful
• Choose a Format Involvement • Consider Strengths and
• Find an Appropriate Text Weaknesses
• Create Ques6ons • Ensure Appropriate • Make Notes for Future
Student Behavior Seminars
• Foster a Safe Environment • Give Students Feedback
• Ask Follow‐up Ques6ons
Though8ul Deliberate
Prepara6on Evalua6on
Acknowledge and explore student
misconceptions.
After
Recognize and acknowledge student
connections, even outside of seminar.
22. Social Responsibility
s
Oc ean
Education
Food
Musi
Film c
Wishes big enough to change the world.
25. Possible Projects
Apply for the TED Prize. Write a speech that clearly
delineates how you would use the money
($100,000) and the publicity to change the world.
Use the nomination criteria to construct a
meaningful proposal.
Evaluate three of the past winners. Why did their
ideas win? What makes them significant? Evaluate
their progress. If you were the head of a funding
agency, which program would your continue to
fund and why?
How can you get involved with one of the recent
TED winners? How can you use your strengths to
help their wish come true?
26. Future Careers and Role Models
❖ Broadened conception of opportunities
❖ Multicultural representation
❖ Some realism mixed with optimism
❖ A beginning
❖ A connection
28. Possible Projects How are you
Journals: How are you like the speaker?
different? Have you ever thought about doing
something in that specific field? How could you
contribute? What ideas to you have? About what
questions do you wonder? What do you admire
about the speaker?
Research other people who work on that problem.
What characteristics do they have in common?
How are they different?
Create an interview protocol. What would you like
to know about this person and what he/she does?
Look online to see if you can find answers to your
questions, and email the person the questions you
can not find answers to.
29. Creative Problem Social
Solving Responsibility
Future Career
Interdisciplinary
Goals and Role
Connections
Models
Socratic
Seminars
Transform your Craft
30. My Wish
I wish teachers took the time to explore new ideas
and thoughts that interested them.
I wish that students had the opportunity to learn
about the amazing breakthroughs that are
taking place all over the world in every discipline
as a part of their education.
Selfishly, I wish that if my first two wishes come
true, that these teachers and students will share
their adventures with me.
On returning, Fleming noticed that one culture was contaminated with a fungus, and that the colonies of staphylococci that had immediately surrounded it had been destroyed, whereas other colonies farther away were normal. If he wouldn’t have asked why this happened? What kind of implications might this have for humans? He may have just thrown the plates a way and started over. Others did. Apples have fallen before, but why?\n
\n
\n
\n
\n
\n
inquiry, clarifying, critical thinking and inference questioning\n
Give a chance for questions to be asked in a variety of ways and over a period of time. Make the environment reflect your focus on questions. Take and solve...like a Christmas tree. Good anchor activity. You could have post-it notes and a approved question area. This could also be online. Think about how questions could be used in different grouping formats.\n
Build it into your students assignments. At the end of every assignments, have the students create an open ended question or a close ended question, but make sure there is some of each. Provide gap time. Give students post-its while they are reading to write questions while they are reading. Inquiry Days\n
\n
Map, listen, and questions\n
\n
\n
Let’s bring the wonderment back into education. Let’s show beautiful pictures and tell stories of perseverance and dedication. We are not going to be able to teach our children every fact, but we can teach them to think, to wonder, and to appreciate.\n