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Open Ended Questions and Critical Thinking Skills in Children

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Subsection 1 Do you use questions at all cognitive levels? 

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Subsection 1 Do you use questions at all cognitive levels? 

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All lévelas of thinking is needed the point is to move flexible so that the student has a deeper understanding.
There are 3 leves
1. Input of data: questions at this level invite for recalling of information so they must listen.
2. Processing of data: question here invite students to combine, find, and make sense of the data they gather.
3. Output of concepts : question here invite the child to think more abstract to process the information from many sources.

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Subsection 3 Join your attention to the children’s Attention 

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Subsection 3 Join your attention to the children’s Attention 

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Are you letting the child lead in the conversation?
Listen
Learn
Join
Allow
Relax
I think that parents and teacher focus so much on the standard that the child does not really learn or process what they are reading or doing.

We must listen to the child and ask simply questions to help them make connections let them lead in the conversation so that they feel in control of there thoughts.

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The disposition is defines as a person's inherent qualities of mind and character, knowing as an educator by asking the right questions we have the ability to help strengthen in our students the ability to succeed to help them see themselves as worthy and powerful. 

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The disposition is defines as a person's inherent qualities of mind and character, knowing as an educator by asking the right questions we have the ability to help strengthen in our students the ability to succeed to help them see themselves as worthy and powerful. 

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Subsection 3  Do your questions build habits of Mind

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Subsection 3  Do your questions build habits of Mind

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Ask questions make the children think asking opened ended questions that have multiple answers students think deeper and cultivate dispositions .  There are 16 dispositions that they will need to persist and succeed in all subject areas.
1. Persisting.
2. Thinking and communicating with clarity and precision.
3. Managing impulsivity.
4. Gathering data through all senses.
5. Listening with understanding and empathy.
6. Creating, imagining, and innovating.
7.Thinking flexibly.
8. Responding with wonderment and awe.
9. Thinking about thinking (metacognition).
10. Taking responsible risks.
11. Striving for accuracy.
12. Finding humor.
13.Questioning and posing problems.
14 Thinking interdependently.
15. Applying past knowledge to new situations.
16 Remaining open to continuous learning.

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Do your questions build on positive assumptions
In this section the focus was on, the types of questions a teacher can ask a student that empowers the student and increases the students self esteem for example With this project what is your plan of action? .  Staying away from negative questions. It is critical to ask questions in the correct way to produce the outcome in the student that you are looking for. For example if you ask a children are they going to turn in an assignment late again, it tells the student that you don't believe in then creating self doubt. Language is a powerful being mindful of the words you use as educators is important.

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Modeling intellectual engagement

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Ask good questions that is open ended questions that drive learning

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This serves as touch points for ongoing exploration of everything that happens in the class.

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These are questions that teachers do not already know the answers  to. A Powerful way to  Create a classroom culture that feels engaging.

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Vygotsky (1978) wrote "Children grow into the intellectual life of those around them." As teachers we are always serving as models for our students.

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It makes no difference whether the question is higher or  lower cognitive ,simple or complex,fact or interpretation . the difference is whether the answers are "predetermined" to be right or whether they are discussed.

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How  do  we harness the power of questions to advance thinking and learning? 

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How  do  we harness the power of questions to advance thinking and learning? 

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What makes a good question?

Generate & Sort
- This topic evaluated on one of my questions in the previous posts, are there good or bad questions? Are good questions only considered to be those that push thinking, or can good questions also settle simpler thoughts?
- As teachers should we only ask questions that we know the students will want to answer and always give them what they want, or do we introduce them to new questions that could possibly improve on lesson learning, but not be as interesting to the student?
-Are yes and no questions fundamental to learning?

Connect
- I think that yes and no questions or other more simplified questions are just as important as questions that lead into long topics of discussion. Just because a question doesn't lead to a discussion like "is this a vulture?" that is still an opportunity to educate students by teaching them about something new that they haven't seen before. Even so, teachers can take questions like that and turn them into things that may cause more discussion. For example, yes it is a vulture photographed in the sahara desert, may force the students to ask what the sahara desert is thus leading to a discussion.

Elaborate
- After reading this I deduced that no question is more important than the other. Each question no matter how complex is important as long as it doesn't disrupt the class flow with negative intentions.

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Finding the Questions Worth asking

Generate & Sort
- Should the teacher stop asking so many questions and allow the student to come up with questions on their own?
- Does constant questioning of the student rather than elaborating on whats already taught pose as a detriment to the students education?
- Could asking so many questions make the student feel unheard or their opinions unworthy?

Connect
- I think that many teachers believe that the best way to further knowledge is to question the student by any means, hundreds of questions on quizzes, giving back bad grades but not helping them understand why the answer was wrong, focusing on the wrong topics rather than whats really important. Instead of constantly asking questions that don't mean anything like when did this happen or who did this, more elaborate questions should be discussed like why did this happen, Is there a historic occurrence connected to the buildup of this event, or how does this affect the community?

Elaborate
- Teachers are focusing on the wrong facts because they confuse fundamental lessons with that of dates and times instead of relating it to the student or making the lesson more relatable in general. Making a lesson relatable may be the smartest way of getting students to ask a question. While basic facts in literature like the author and the time it was written are important, is it as important as asking the student how the book made them feel? or how the book changed their opinions or kept them the same?

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Five Strategies for questioning with intention:

Generate & Sort
- Are all questions good questions? or can some questions be detrimental to the lesson?
- Questioning is necessary for the progression of learning and gaining intelligence.
- Is this strategy applicable for all grade levels regardless of age?

Connect
- My first and second thoughts are related because there is no stupid question, if we never ask than we'd never know. A question that we thought was stupid may be a question that the rest of the class was too afraid to ask. It is always better to ask and know then to never ask and remain curious forever.
- My second and Third thoughts are connected because regardless of age, there are ways that phrases can be worded to be understandable to any age while still pushing the boundaries of learning.

Elaborate
- An addition to the strategy could be teaching students that all questions are good questions. Even if the question seems ignorant, for example asking something that may come off as discriminatory, this would be the perfect time to teach the student about what they had said and why it may be hurtful to other groups. Adding this as a strategy may further push the learning of lessons.