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I wonder if students would be able to do it, considering the learning culture in my country doesn't encourage children to ask questions; they often use silence as an answer.

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think outside the box

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How do I generate a sustainable sense of wonder about the topics I teach that might continue well after the lesson is ended? And how might I encourage my students to develop their sense of wonder independently?

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I wonder how to lead students to active investigation (a more formal inquiry, or study, into a matter) when it doesn't arrive naturally after curiosity.

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i wonder about humain , symbolic , spirit

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I’m wondering about how to ask questions that really spark curiosity and deeper thinking, not just yes/no answers, but questions that make people explore, connect ideas, and notice details they might have missed.

I’m also curious about how to investigate thoughtfully, how to gather evidence carefully and use it to understand something better, without jumping to conclusions too quickly.

It’s like wondering how to be a detective of ideas in a way that’s careful, open-minded, and creative.

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How can i develop critical thinking  in works  of art ?

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How can i develop critical thinking  in works  of art ?

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How can i develop critical thinking  in works  of art ?

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Promoting questioning  at different ages

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Promoting questioning  at different ages

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I have a feeling that younger kids (mainly elementary) are more naturally inclined to ask questions out of curiosity, so, because I have taught mostly teens in the past 25 years, I'm wondering what are effective strategies that focus on motivating older students throughout their learning journey.

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In response to the post above: I have felt this way at times as well. A mentor teacher once told me that when this happens you can say "I don't know the answer to that, but lets explore it together". Students don't need to think that we know everything (it would be impossible for us to), they need to know that we are lifelong learners too.

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How can we help students move from “quick” questions (“What is this?”) to deeper, investigable questions (“Why might the artist have…?”)?

What does successful questioning and investigating look and sound like in a classroom—how would I recognize it in the moment?

How much structure do students need for questioning? When is it helpful to give them stems (“I wonder why…”) and when should I step back?

How can I support students who are shy or afraid of asking a “wrong” question in front of others?

In what ways can contemporary works of art be used to practice questioning that later transfers to reading, science, or history?

How can I document students’ questions over time so they can see their own growth as investigators?

What is the teacher’s role during investigating—how do I balance giving information with letting students explore on their own?

How can I turn students’ spontaneous “I wonder…” comments into longer-term inquiries or projects?

How can questioning and investigating help students develop empathy for different perspectives, including the artist’s?

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Sometimes, when I don't know the exact answer to something, a majority of kids seem to think I'm a waste of time (at best). I'm wondering how to gracefully deal with this and stimulate their learning.

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I wonder what lies at the root of the creative process itself, what is the true purpose of it, and whether it can be directly tied to a higher form of universal consciousness

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I wonder how to make everyone feel special if they ask questions nut still stay humble

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U3 BME Classroom Picasso Lesson Kristen-en

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i wonder how naturally

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How to make questioning a second nature sort of learning strategy or disposition. I'm still working my head around dispositions being ability, sensitivity and motivation.

I also believe in finding that natural awe and wonder we all experienced as toddlers when everything was new.

It's maybe a search for NEW adventures, tastes, experiences, music etc that fills my/our artistic vessels with more Source, more resource to pull from that I want to encourage; NEW opinions, places, activities, people, conversations.

I wonder how to encourage kids to wonder.

My motto for some years has been:

"Stay Curious?"

I hope it catches on :-)

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I wonder how I can formulate precise questions that correctly guide students to encourage their natural curiosity.

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I wonder how all people can deal with each others and how they can help each others in every kind of moments. They can be happy and be busy in different situations. And they collecting all the nice thoughts from each other.

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I wonder how communication challenges will impact a students willingness to ask questions

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.hhnsbbsn

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I wonder how I can apply this in my life

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xbsjiwoqoidjhxhdhhdhdhgdhdheueuwuushhxbxbnxmzlqposifuch-

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1. How can questioning and investigating be applied?

In various fields like science, business, education, and technology, questioning and investigating are essential for innovation, troubleshooting, and discovery.

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I wonder how much time this will take in terms of minutes within a class period?

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I wonder how my teaching will change when I incorporate questions that ask for more open-ended questions.

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I wonder how to make everyone feel special if they ask questions, but still stay humble.

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I wonder how I can do, first of all, attract the attention of students with the selection of a work of art that opens the door for them to investigate its content and origin. And, at the same time, accompanied with my ability to be the bridge that allow addressing a particular topic. I wonder if it will be necessary to provide key information either about the art of work or the author that motivates your curiosity to investigate the topic and incite them to ask themselves what the artist wants to tell us with the elements used in their work of art.

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I wonder how I can better engage visitors in museums by helping their curiosity and making them feel more comfortable asking me questions using the strategies learned thus far in all of the lessons. I also wonder how I can use my own curiosity to encourage their own, finding new ways to make connections between themselves and the exhibits we currently have on display.

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I wonder how to make students speak up to express their ideas and opinions without the fear of being judged in front of the class

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I would love to get my group of friends more curious.

I feel as if getting them to engage and wonder is a bit of a challenge.

They start very engaged. Is it the questions Im asking or art that I'm sharing?

They need to be led to thinking and een though we are practicing these techniques they still need a lot of leading.

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I wonder how I can inspire students to ask questions

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I wonder how I can inspire students to ask questions

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how I can spark curiosity of students in my English reading lessons.

how I can inspire students to ask questions.

And also how can we ask good and meaningful questions as well.

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I wonder how to foster curiosity and wonder within students with a lower English proficiency, who have all the same questions and ideas but a more limited scope in how they can express them, at least verbally.

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I am wondering about how to use questioning and wondering with K-3. The attention span is lower, and introducing an art project with a particular painting or artist is easier for that age group but I like the idea of letting them choose. For a 4th grade art project involving Notan squares I let the students look up two artists to design their square after: MC Escher and Kara Walker. In this case, it can be difficult to let them look online to find an artwork that makes them wonder. (Some artworks can be borderline controversial in certain settings). Overall, I like the idea though of giving the students that choice and efficacy.

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... how I can persuade colleagues to try using these techniques in their teaching, especially outside the subject area of art.

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I am wondering what role context and background information play in questioning and investigating. On the one hand, too much information can lead us to stop wondering and instead place our faith in established interpretations. On the other hand, it seems to me that using context and background information in the process is itself an important skill. When questioning and investigating a situation in daily life, it seems important to take all available information into account.

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I'm wondering how we can encourage creative, free, unadulterated wonderment in adults who have seemed to have lost their childlike curiosity, as well as children who are coming to that age where imagination seems to dull or whither. I am also wondering how to can encourage a state of "a bottomless pit" or "eternal well" of wonderment, questioning, and curiosity.

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I wonder how open-ended questions result in more responses than close-ended questions.

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I wonder how open-ended questions result in more responses than close-ended questions.

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I'm wondering how to create a lasting impression on the students that come to me. Is there something fundamental that has been proven to reach young people so that they use these methods of wondering..questioning..investigating throughout their lives so that they don't just accept any narrative thrown at them.

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Posting examples of intriguing artworks around the classroom can spark student curiosity from Week One.

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I wonder how long it takes to teach this process to make it a common routine for students.

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Given the current climate. (Gov DeSantis stop WOKE Act banning instruction in schools or manadatory trainimng in workplaces that suggest a person is privilaged or oppressed b/c of their race, sex or national origin)

If given the oppurtunity I wonder if adults in my community will allow me to share this program with kids.

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if I will be able to contain myself when I witness the benefits of critical thinking.

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I wonder which strategy works best to remove students' misconceptions about feeling intimidated about "asking questions"?

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I wondered what a wonderful teaching scene it would be if students could be wonder about knowledge and investigate it.

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I wonder how one should conclude open ended questions from students in an answer/solution/ action or inquiry to give the act of questioning a purpose?

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I wonder if this is a more effecient method for those with short attention span

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I wonder how I will incorporate more kinesthetic components during sessions for the children and young adults who don't feel as compelled to speak. I want to experiment with a plethora of non-verbal ways of contributing to the learning process.

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I wonder if students demonstrating behavior issues would respond better to these methods of creating wonder? It seemed as if my classes had lost their sense of wonder.

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I wonder if I can change my tendency to use close ended questions in order to move lessons along?

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how I can encourage students to ask more questions out loud.

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I wonder how the members of the staff will react to new methods of education.

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I wonder how the members of the staff will react to new methods of education.

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I wonder how naturally this comes to some individuals and how it can be brought to the surface for others

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I'm wondering how to teach/learn interest and curiosity? Because I see students are capable of making questions without any interest in finding the answer, questions that are not a result of real wondering, or of beeing impacted by reality. 

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I'm wondering how to teach/learn interest and curiosity? Because I see students are capable of making questions without any interest in finding the answer, questions that are not a result of real wondering, or of beeing impacted by reality. 

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I am wonder how to teach students to ask open-ended questions correctly? How to teach them to explore art and more?

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I wonder to learn practices to get that awe moment ! that we need to get them engaged 

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I wonder to learn practices to get that awe moment ! that we need to get them engaged 

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which area of our brain sparks when we wonder/ question? does brain create new pockets for new information ?

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I wonder how to encourage kindergarteners to question and make their inquisitive nature a way of learning.

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I wonder how to plan a questioning process in aim to encourage 2nd graders to wonder and to investigate.

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I wonder how to plan a questioning process in aim to encourage 2nd graders to wonder and to investigate.

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I wonder how to motivate my middle school students to deepen their "wondering" .

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I wonder how to encourage wondering and creative and critical thinking in my online college classes. I teach an introductory general education course that students take because they have to fulfill the gen. ed. requirements. I want my course to change their relationship with at least some of the arts we study. (I teach humanities)

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I wonder if this is the best inquiry based learning approach.

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I wonder how this will work with kindergarteners.

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I wonder how this will work with kindergarteners.

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I wonder about children they have good confidence during classes and about educators how they wonder making the thinking.

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I wonder about children they have good confidence during classes and about educators how they wonder making the thinking.

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I wonder how this work can sustain with less color printing.

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I wonder how this work can sustain with less color printing.

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I wonder HOW we can make this kind of thinking and exploration (and a sense of awe and wonder) into a culturally acceptable way of being?

I see systemic culturally closed mindedness, and an educational stifling of this kind of being and learning. How do we break this without changing the system we are currently operating within? It is not something that is easily put onto or into a cut-paste and measure style of teaching that has the norm for far too long. And adding this element into a dysfunctional educational system will not make it different - only changing the system will - I wonder HOW we can do this effectively? It would be great if we can. I have been bucking the system for too long! This course is a great contribution!

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I wonder how I can get students to connect the artwork with current events . Or how to cite their situations as students that they can relate with what is depicted in the artwork

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..if adult students will only ask questions to which they already think they have the answers to.

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how we can incorporate the questioning and investigation in their subjects so that it becomes a natural disposition for them no matter what they come across.

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How we can keep growing as a person.

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How is this applicable to me? How can I use this at work or during studying? In addition, how can it be related to solving a problem in real life?

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...how to introduce some of these processes to my team in a way that will allow them to feel safe applying them with students, and allow us to explore this process together in a meaningful way.

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Inquiries, curiosity and a desire to gain knowledge are demonstrated when we question things. However, with respect to children, I have observed that they may hesitate to ask questions out of fear of making errors. In such instances, how can we encourage or foster an inquisitive mindset ?

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What is an open question and what is a closed question.

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I wonder how to give just enough information to encourage independent questioning

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I wonder how to give just enough information to encourage independent questioning

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I’m wondering how I’ll be able to engage ALL my students with this activity. Also, how they’ll handle the honest sharing that I hope it ignites.

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I wonder what are the best kinds of questions to ask to motivate students to investigate.

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I wonder what are the best kinds of questions to ask to motivate students to investigate.

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I wonder if students will make meaningful connections for as they ask questions?

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I wonder how I will be able to spark my students curiosity with thoughtful questions.

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I wonder how to spark excitement in deep questioning in my classroom.

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I wonder how to encourage students to slow down and encourage more thoughtful questions.

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I'm wondering what questions I will hear from the preschoolers, because at that age they have a lot imagination! Also, I'm wondering how I could make some children to ask questions, if they do not want to participate.

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How to cultivate students' ability to fully experience the beauty of reality and art. Require the development of their noble aesthetic emotions while cultivating their keen sensory abilities

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I wonder how to encourage students with special learning needs into the questioning and investigating, avoiding the same old questions, and keep them focused into the process

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I wonder how to encourage students with special learning needs into the questioning and investigating, avoiding the same old questions, and keep them focused into the process

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How to motivate the unmotivated; the student/s who think wonder is beyond them, who don't see the point of wonder

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I am wondering how we create a sense of wonder and curiosity in a day and age where students have instant gratification using the internet? Telling a short historical study about n artist and his life in a social and historical context, the showing again a piece of Art that the students had time to look at closely.

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... how questioning and investigating routines can be applied to different ages students .

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I wonder how I am going to be able to place these concepts into my teaching practice,I wonder which are some effective techniques to motivate students towards developing thinking dispositions.

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I wonder how I can generate curiosity in my students. Art from every Century can be moving, interesting, even gripping. How can I bring my students to the point where they are so captured by art that they must wonder What they are looking or staring at

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I wonder if the current community I teach in will show any energy towards these concepts.  The student body in general is not very interactive with working on their own.

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I wonder if the current community I teach in will show any energy towards these concepts.  The student body in general is not very interactive with working on their own.

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I wonder if I can get my ESL kindergarten students to participate fully in this aspect of the See/Think/Wonder routine, and change my own way of interacting with the students to encourage them in this.

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I wonder if I can get my ESL kindergarten students to participate fully in this aspect of the See/Think/Wonder routine, and change my own way of interacting with the students to encourage them in this.

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I wonder if I can let the students' give their own opinions, and not try to influence them with my own.

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I wonder how I will encourage students to really appreciate everyone else's viewpoint, or should they?

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I wonder if I'll be able to find the questions that will make the students' curiosity grow or if I will recongnize them when they are created by the students

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I wonder if I'm able to find the right painting to spark curiosity for my next history topic in my class. Curiosity would attract students to study the subject more and delve deeper into it.

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I wonder if I'm able to find the right painting to spark curiosity for my next history topic in my class. Curiosity would attract students to study the subject more and delve deeper into it.

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I wonder how I might make this disposition a part of my daily life.

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I wonder how I might make this disposition a part of my daily life.

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I wonder how to choose the right questions that will reach students of any learning ability and will give them the confidence and spark their curiosity to explore the artwork/subject further.

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I wonder how to choose the right questions that will reach students of any learning ability and will give them the confidence and spark their curiosity to explore the artwork/subject further.

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I wonder how can we engage students (or people ın general) that are more shy than others in the learning environment, who have a more introverted personality, to share their questions. They may be encouraged to form questions, write them down, or may have already formed some ın their minds, but I wonder what happens when they lack motivation to share it with others. I imagine that many parameters may contribute in a person not sharing their questions with their peers, like in a group, or even the teacher, such as something happened in the hallway in break time with other students, or someting that closes the student completely because some bad things happened at home... If a person had been ridiculed or bullied before because of what they thought or wondered, that person might easily choose to keep their thinking to themselves to avoid similar experiences. Then, I also wonder, if the teacher also needs to act like a psychologist somehow?

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From a question to the solution of a problem

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From a question to the solution of a problem

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I hope to learn how to formulate the right questions to ask students to generate in them the interest to investigate more about a certain topic. I think that if children learn from an early age that a doubt or question is the trigger element to ask themselves more questions and investigate any matter, it will help them to have more elements to analyze and solve real-life problems.