Question Formulation Technique by Mike Hasley

Question Formulation Technique by Mike Hasley https://padlet.com/mjhasley/q6ox7e46b62w Post any questions you have here en-us 2018-01-31 21:12:49 UTC 2018-02-22 17:39:52 UTC hello@padlet.com QFT Reflections? jlincoln8 https://padlet.com/mjhasley/q6ox7e46b62w/wish/234222481 What are some ways that the instructional techniques from the video can be adapted for classrooms with a wide variety of learners and learning styles and, on a more practical note, in terms of unit pacing?

ANSWER:
This could be done by mixing groups. For IEP, ELL, you can beginning with some prompts. Having a word bank on the board. You can even have kids take two minutes on their own before you group them.

As for pacing, as I said on others, when looking at this as a remediation tool, you'll do this after content is taught. When students learn how to do this, you can mix it up.]]> 2018-02-22 14:16:18 UTC https://padlet.com/mjhasley/q6ox7e46b62w/wish/234222481 To piggy-back off of "QFT Reflections?"... https://padlet.com/mjhasley/q6ox7e46b62w/wish/234300129 How would pacing work for this in terms of when students would receive information? For instance, there's a student asking about Alfred Thayer Mahan in the video. That wouldn't exactly roll off the tongues of my students without some serious knowledge-sharing. Maybe this technique would work best towards the end of a unit..?

ANSWER:
You have to decide your own pacing depending on what is happening in class. For remediation, hopefully students will remember important content to use for creating questions. In the video, it is at the end of the unit and then it's used for a test. You can do that, as well.

If you wanted to open a unit with this strategy, the questions might not have the depth but it will help you understand what your kids need to know to teach the content. Think of it as formative assessment.]]> 2018-02-22 16:01:48 UTC https://padlet.com/mjhasley/q6ox7e46b62w/wish/234300129 Motivation https://padlet.com/mjhasley/q6ox7e46b62w/wish/234304782 How do we motivate students to tackle this more difficult, open-ended way of learning?

ANSWER:
Motivating students is always an important question. The best way for this is to start small. Make it easy and something they can succeed with. How you sell it also helps. Lectures don’t motivate kids, taking notes don’t motivate kids. Once they see the process once, it will probably be something they like to do.

You can also focus on the skills it creates. To be good historical thinkers, and citizens, we need to know how to ask questions.

]]> 2018-02-22 16:08:20 UTC https://padlet.com/mjhasley/q6ox7e46b62w/wish/234304782 SOL https://padlet.com/mjhasley/q6ox7e46b62w/wish/234305504 How do we make sure questions center around the SOLs?

ANSWER:
Two ways to handle this. First, if you’re using it as a review activity, most of what they will bring into the activity will come from what you taught.

Second, if you’re using it as a way to introduce a topic, they’ll probably ask questions not as related to the SOLs. But that’s fine.

You’ll want to use their questions later. Their “most important” questions could probably be used into any SOL content needed. Other questions they have may also fit directly with the SOL content.

Questions not related directly to SOL content help generate interest in the content b/c it’s their question.

Think of videos that are shown in class. Short of a video made from reading off an SOL script, most videos shown aren’t 100% SOL focused. But we show them to generate interest and bring about the full story.

A kid’s question not related to an SOL may be the thing they need answered to help them understand the SOL content.

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