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1) Divergent - Students need to know how to generate ideas, hypotheses, and possibilities to prevent them from becoming stuck about topics. Once students are able to use divergent skills they begin to feel more confident in their abilities and become able to handle stress and other situations better.

Convergent - Understanding how to make sense of facts and examples is vital for students. Using the tools available such as explaining, interpreting, and summarizing can help students become more confident in their skills.

Metacognition - This is the ability to think about one's learning and thinking processes. Being able to understand what one has learned is an important aspect of metacognition. Limited metacognition can lead to ineffective time management and overconfidence in one's skills.

QFT - This technique is an extremely helpful tool for teachers to help foster students' abilities to create their own questions and improve them. The first step is to create a question focus. This focus is what students will work on getting to while creating their questions. Next students will work to create their questions. The teacher can help guide the questions to better fit the question focus. Then students will work on improving their questions both closed and open-ended. The final step is to reflect on the content and process.

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2) QFT can be used in the classroom for a variety of things. One of the ways that it can be used is to see how students problem-solve. This can be helpful for the teacher as it allows you to see how your students' brains work. For example, start with your question focus and see how close the students get as you give guidance watch to see which students pick up on it. The question focus can also be changed depending on the grade or level of the students in the group or class. It can be a useful tool in this sense as it can help to reduce the stress students may feel in more of a formal testing setting.

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1. What makes an effective question focus AND how do you design a question focus? 2. Discuss the challenges and the value of the rules for producing questions. How do the rules play a role in allowing students to do divergent thinking (a thought process used to generate creative ideas by exploring many possible solutions)?

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1. What makes an effective question focus AND how do you design a question focus? 2. Discuss the challenges and the value of the rules for producing questions. How do the rules play a role in allowing students to do divergent thinking (a thought process used to generate creative ideas by exploring many possible solutions)?

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1) An effective question focus has a clear focus and is not a question. While designing a question focus you should follow two guidelines. These guidelines are to make sure it provokes and stimulates new lines of thinking and does not reveal teacher preferences or bias.

2) The rules for producing questions are as follows: ask as many questions as you can, do not stop to discuss, judge, or answer any question, write down every question exactly as it is stated, and change any statement into a question. Rules for producing questions give shape and structure to an open-ended thinking process and reduce students' anxiety when they undertake to respond to your questions. When it comes to rule one asking questions gets the ball rolling and starts the process. Knowing what questions to ask is important and rule one helps with this. A challenge that it presents is that students may say that it is the teacher's job to come up with questions and they would be correct in a formal lesson but in this case, they will create the lesson. Rule two takes away the right to discuss the questions. Stopping to discuss closes the chance to create new ideas. This can be challenging as students will want to discuss the questions. Rule three is important as we want to subconsciously change how questions are worded but we cannot as it honors and validates the question. Rule four is important because we are focusing on asking questions and statements do not align with this. It can be difficult as some statements do not seem to be easily turned into questions. These rules force students to think outside the box and work together. Without stopping to discuss more options and ideas become available.

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Summarize your learning from our guest speaker, Marlene Schoeneck.  How could you see QFT fitting into your classroom instruction?  Is this something you see yourself using in different content areas? Explain. What are the impacts of engaging students in divergent thinking? What are advantages and disadvantages of close-ended questions? What are advantages and disadvantages of open-ended questions?

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Summarize your learning from our guest speaker, Marlene Schoeneck.  How could you see QFT fitting into your classroom instruction?  Is this something you see yourself using in different content areas? Explain. What are the impacts of engaging students in divergent thinking? What are advantages and disadvantages of close-ended questions? What are advantages and disadvantages of open-ended questions?

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1. Marlene Schoeneck was an amazing guest speaker and I was able to learn a lot from her. Using QFT in a classroom can be very powerful. It is a strategy that allows students to do the majority of the work and take their education into their own hands. In my own classroom instruction I want to include QFT a lot. It was fun to be able to explore a topic with no worries about judgement. Everyone questions are written down which can help more students become engaged. QFT is something that can be used in a variety of content areas. Some examples would be in history, science, and english. All of these content areas contain some time where free thinking and exploration can help students understand better. For english this can be done for genres or hypothesis before reading a book. For science it can be used with different topics or reactions. For history, this can be done historical events.

2. When it comes to engaging students in divergent thinking there are many different impacts. Students will be able to hear each other ideas. THey can figure our how each other think as well. Another thing that can happen with divergent thinking is being able to see what routes students will take when researching. Even if students have the same topic they will end up in different directions. Finally students get the chance to create their own questions This allows them to have a sense of ownership.

3. When it comes to close-ended questions there are several different advantages and disadvantages. For advantages they are quick, they get you clear information right away, and you get a specific answer. For disadvantages they don’t give you much information, they close off discussion, you don’t learn what you really want to know, and you may need to know more or you want more information but all you got was a one-worded answer.

4. Much like close-ended questions, open-ended questions also have their own advantages and and disadvantages. For advantages you get more information, find out more, get a fuller explanation, it will get you more information, you get to hear what the other person is thinking, and you might get an explanation that helps you understand more. For disadvantages you may get too much information, get the runaround, may not get the information you need, don’t understand everything being told to you, can be more confused, and it can be too long.

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Prioritizing questions is a big aspect of QFT. It is one of the most important skills that students can gain in their education. This can help with future organizational skills. To begin prioritizing questions students should choose three questions. These questions could be the most important, most interesting, or most helpful. Students should first review the list of questions and discuss which ones should be chosen. Then students should come to an agreement on which ones should chosen. The students should be able to explain their reasoning for choosing the questions and be able to report their rationale. Prioritizing questions will shape the way that the research ends up. This is why prioritizing is so important it helps to simplify or contain the amount of information that will be given or needed. As a teacher when it comes to supporting students while they are prioritizing questions do not try to model or make suggestions.

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1. When using QFT, why is it important to have students reflect on the whole process? 2. What are some challenges you may encounter while helping students reflect?

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1. When using QFT, why is it important to have students reflect on the whole process? 2. What are some challenges you may encounter while helping students reflect?

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1. When students reflect they deepen their learning and develop greater confidence for moving forward and applying their newly developed skills. Being able to connect what they learned and how it affects their thinking is an amazing skill. This only comes from reflecting on the process in which students work.

2. There are several different ways that challenges can arise while helping students reflect. There can be no time left for reflection in the class period, some students tell you that they have not learned anything, getting the quiet student to reflect and share can be difficult, and reporting and group dynamics.

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Write a summary of Chapter 7.  Your summary should be at least 250 words in length (half of a page).

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Write a summary of Chapter 7.  Your summary should be at least 250 words in length (half of a page).

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This chapter discusses how to allow students to show what they know. When it comes to initial models these are not perfect and polished but rather a rough draft. This displays their initial understanding of the model. The teacher should use specific student examples to display for the class. The students should then share what they made, details about it, and what choices they made throughout the process. After sharing students can gain ideas from other models and possibly come up with newer ideas for their own. As stated in the reading “Models are meant to be changed.” Students should change their models as they gain new knowledge on the subject. When it comes to helping students to show more of what they know there are a few options. The first is to provide directions. When providing directions you should restate the essential question and have students try to answer it. Next, we should designate spaces to write explanations. Giving students plenty of space to provide detailed explanations can help them display what they know compared to a small square giving them a bigger one. Negotiating a need to have a checklist is another way to ensure students incorporate vital aspects in the model or explanation. Using all of these supports ensures students will have plenty of ways to display their knowledge and expand on it. Modeling is important to learning because it motivates students to explore the topic, create new ideas, and ask questions. Models also work to make the students thinking visible and can help to organize thoughts.