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I believe he was right that we aneed to embrace the madness and break the chains of control and let the students embrace their learning let them ask questions even if the questions are not questions you think go with the lesson by sparking curiosity your planting that seed of knowledge.

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To generate curiosity in my classroom,  I will use the wonder wall for students to write their unanswered questions. When posing a question to the class before starting a new concept, I make sure to offer students enough wait time to let them process what I'm asking and/or allow them to turn-and-talk to discuss their thoughts on a concept before the explanation.

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From the TED talk video on the 3 rules to spark learning, what really stood out to me was when the speaker noted that "questions can be windows to good instruction, but not the other way around." I realized that I need to really focus on increasing student curiosity in the "engage" portion of each lesson, so that students are naturally wanting to question the concept under discussion.

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My biggest fear is that I will waste a bunch of time trying to teach something new, like QFT. I have to remember to tell myself that these things take time and I am learning and so are the kids. My biggest questions are: How to fit this in naturally? When is it best to use? How often should I use it? How can I scaffold it?

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I have a whole bulletin board in my class near our inquiry board that students fill with sticky notes that have questions. When they ask me something I can't answer, or don't have time to answer I have them stick it up there!

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I would like to try the QFT. I can see that it will definitely be a process of learning for my whole class (including me!) I think the biggest thing I need to focus on teaching before I start this, though, is changing those close ended questions to open ended questions.

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PYP has given us so many tools and frames for thought regarding sparking interest and curiosity in learning....the I wonder wall isn't always something we necessarily add written questions to, the kids use the verbage now to frame their questions and as the year goes on their ability to ask more meaningful questions will develop.
i try to always capitalize on relevant teachable moments as we share our "wonderings"
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I like the idea of giving students time to process concepts and through their personal reflections develop meaningful questions. I believe when they are able to share their thinking and questions it opens the door to more productive learning and understanding that can truly be more student led.

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I would like to see how the question formulation technique can be implemented in a second grade classroom with students on an individual level instead of a group/small group.

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I think it will be very beneficial to use the question formulation technique during genius hour to stir curiosity about a topic. Students can take their sticky notes that they put on the wonderings wall and generate questions about that topic.

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I would really like to try the question formulation technique. I love the time set aside for students to only develop questions.

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Last year my students watched segments of Student News and we would find connections to our current planner. I was shocked at the connections my students made between current events and learning experiences we had in our planner. It made our learning so much more meaningful. This year we are making those connections through Newsela and Scholastic News.

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I thought it was cool that using the Frayer Model to formulate their own questions that were from their ah-ha moments, its nice that the model that my kids already do when defining new vocabulary can be used in other ways.

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How to introduce using different levels of questioning? Maybe in guided reading because their books are on their level and you could differentiate the questions that way.

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I just always encourage my kids to share their new learning, wondering, ideas, etc. I want our class to be a safe place that they can learn from each other and grow in. I also try to encourage them to lift each other up if they agree with their thinking or if they are wowed by what someone else says.

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A new idea for me would be using some form of the Costa's levels of questions. I need to look at them closer to see if they are elementary level friendly or if there is something out there that is that might be similar. I think we might be able to start off by sorting questions that have already been formulated. Then they might be able to form questions with a partner and then independently. I liked how after they wrote their questions they had to share them with a partner and then their partner had to identify what type of question they used.

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How could we promote more of a older teaching younger format at Scott? Could you possibly pair our littler ones with the older ones to research a shared interest topic? Could the older ones "teach" the younger good questioning? This seems to be a good benefit to both students

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I am teaching my firsties that each student should have a growth mindset. When you do not know something about something, instead of being convinced that they "can't" learn, I am reminding them of our growth mindset. We don't know yet, therefore we can choose to find out. Learning and knowledge are powerful weapons, and when a student is curious, and explores answers to his/her curiosity, it creates a confidence of being a capable, enabled, and more informed about many topics. This mentality must be instilled by teaching...not all students naturally have it.

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A new idea for me was first piqued last week during Math training.  During the meeting, the instructor used the term "productive struggle."  I immediately took note of this because I loved that thought and concept!  The video "Stirring Curiosity" confirmed the value of  productive struggle.  His 3 rules for his classroom were ones I see using within my own classroom:
1.  Curiosity comes first
2.  Embrace the mess of learning. Allow students to
3. Practice reflection- teaching is a life changing endeavor and deserves our revision of how we present information

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I believe it is so important for us to model our curiosity.  I try to model "thinking out loud" and share my questions with my class often.  My favorite question to ask my students is "What if...?"
That always gets them thinking and they've even asked me some great "What if...?" questions during lessons.

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I thought the brainstorming in small groups was a great idea.  Usually we ask students to brainstorm by themselves and have little success getting them to put anything on paper.  I can see how in groups one question could spark or generate many other questions.

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How do I get my kids to think and answer higher level ideas and questions? How do I boost their confidence to make them genuine risk takers?

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I have to say that my biggest idea to share is allowing my students to process. They don't have to understand a concept right away and it's okay for them to process and revisit the learning expectation later.

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I like the questioning formulation technique. I especially love how the 5th question technique is to reflect.

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I like the

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Anytime that I've asked the students what they are wondering, I've gotten closed questions. I'm wondering how to guide them to more open ended questions to that we have something to research.

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Some students may be shy or unsure of their of answers to share. I normally have students Turn and Talk so that they are more confident in their answers. This past summer, I learned that I need to give the students a minute or two to think to themselves before they turn and talk to their neighbor.

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My hmmm moment was that we are driving the curiosity out of children. Small children ask why all of the time and therefore are open to learning new things. As we get bombarded with everything that we have to teach, we allow less time for curiosity and then they become less curious.

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How often do we do the questioning process?  Is it a whole group activity, small group?  If the students are taking Genius Hour! in their own direction at their own pace, stopping to revisit the questioning process seems like it will be invaluable to some students at different times, or may cause them to want to abandon their current project for a new one

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How often do we do the questioning process?  Is it a whole group activity, small group?  If the students are taking Genius Hour! in their own direction at their own pace, stopping to revisit the questioning process seems like it will be invaluable to some students at different times, or may cause them to want to abandon their current project for a new one

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An idea I've used to spark curiosity is the flocabulary video of the week.  I find it's a great tool to get the kids a smash up of what's going on in the world.  I then tell them to discuss an event or topic that sparks their interest.  Using a blooms question stem I have them write one question attached to that topic of interest.  When we're done wrapping up this guided genius hour! this will be the tool I use to get them to determine their next route of research.

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My Hummm moment was in the article Asking the Right Questions on the educational leadership website when it said write down all the questions the way they are asked.  I have a tendency to correct them or change it automatically to fit my criterion.  I think it would be enlightening to write it and have the students rearrange the words to create a more powerful open ended question.

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How can I ask these questions to my kindergarten students in a way that  I know that they truly understand?

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I make sure that each student is given the opportunity to share their thoughts (even if it doesn't quite make sense). It instills in them a passion for learning, to become free-thinkers, and share their knowledge with others. It allows me to teach them that they're being open-minded while they share and listen to the ideas of their classmates.
When teachable moments happen or the lesson flows in the direction that allows for it, I'll  say, "I wonder how that happened or why it's like that." I place emphasis on those two words (I wonder) so that the students catch on and begin to use it in their conversations as well.

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Curiosity comes first! Embrace, Explore, Engage, Excite, and Encourage curiosity! Allowing my students to ask questions doesn't mean that they can only ask those questions at certain times of the day. It's okay if the question is asked in the middle of a lesson Be sure to acknowledge the student and the question that was asked. Perhaps you can answer it right away. If not, tell the student you will definitely answer it later.

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I would like to see someone using the Question Formulation Technique with younger children. 

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I would like to see someone using the Question Formulation Technique with younger children. 

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We can use the Question Formulation Technique to dig deeper into our planners. 

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We can use the Question Formulation Technique to dig deeper into our planners. 

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I would like to try using the Question Formulation Technique. 

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I would like to try using the Question Formulation Technique. 

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I love these questioning strategies, but implementing them is another story. How can we engage our kids if they continually don't get it?

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When 'unpacking our planners', we can use our provocations to get the students questioning. Teaching them to come up with their own questions rather than just feeding them questions should help.

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It was interesting to read about the QFT(Questioning Formulation Technique). Since PYP, we've tried hard to get our Kinders to reflect but it's been difficult. I never really thought about the link to questioning and reflection.

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As a whole, I struggle with getting my class to work independently. They seem to lack both confidence and the desire to work hard. I wonder who to use these new questioning techniques to grow their confidence.

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As a whole, I struggle with getting my class to work independently. They seem to lack both confidence and the desire to work hard. I wonder who to use these new questioning techniques to grow their confidence.

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I stop and say "I wonder what you're wondering" often and give them kids a few minutes to share their wonderings with each other - I have done this in the middle of a read aloud, a mini lesson, guided reading/math, whenever. Most kids love to share their wonderings now.

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I stop and say "I wonder what you're wondering" often and give them kids a few minutes to share their wonderings with each other - I have done this in the middle of a read aloud, a mini lesson, guided reading/math, whenever. Most kids love to share their wonderings now.

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Get them curious during your lessons. Make them want to ask, "Why?".

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Make them want to ask, "Why?'. Make them curios during your lessons.

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Ensuring that I am sparking their interest and curiosity during my lessons.  Make them want to ask, "Why?".
SH

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Allowing students time to individually process their own thoughts and formulate their own questions can be powerful.  I think this can be done cross curricular and will help get kids thinking.

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I found this quote from one of the article interesting, "But working individually, they find that formulating their own questions engages them in a new way" I think that sometimes we demand "cooperative learning" too much and don't allow students to exercise their own ideas, even if it is their own idea it would be presented as a group idea, and I wouldn't know to celebrate it as an individual achievement. I would like to try having my students develop their own questions about a topic are all working on and share their questions so that other students can hear the ideas of others. Whether is is with a novel study, shared reading, or a new math concept, I might have students generate higher level questions and discuss them with the class.

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What strategy could we use to generate curiosity?

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What are you still wondering about?

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What piqued your interest? What would you like to try? What made you say, "Hmmm..."