On Monday, April 2nd the sschat community discussed the importance of teachers and students asking questions to guide instruction and learning. Since so many great ideas were shared, it seemed fitting to slow down and debrief some of the ideas in more depth, and acknowledge people in the process. The list below is just a small sampling of tweets yet it paints an authentic portrait of the types of conversations which unfolded.
I’ve also provided some of my own commentary with links to previous blog posts which expand upon the idea in a meaningful way.
Thanks to all who participated! More coming soon.
Michael reveals an important truth about an inquiry-based classroom: it builds character in teachers and students while at the same time making content more meaningful. Big Questions classrooms cultivate virtue.
Chris is spot on here. Questions– presented in the right way at the right time– inspire students and teachers to appreciate complex thinking and turn away from associating learning with memorization. In an earlier post I wrote about how teachers and students could learn and appreciate the motivational value of questions from– of all people– the Marines.
Several of the posts on this blog profile lessons created by teachers who have found success with children’s books showcased on this website. Here are just a few of the posts and the children’s book to which each post relates.
1. Swimmy by Leo Lionni: How do you know the Abolitionists were brave?
2. Araboolies of Liberty Street by Sam Swope: How can you protect your freedoms without limiting someone else’s?
3. If you give a mouse a cookie by Laura Joffe Numeroff: Is history guided by free will or determinism?
4. Flowers from Mariko by Rick Noguchi and Deneen Jenks: How does the government protect its people during war, yet still preserve civil liberties?
5. The Paper Bag Princess by Robert Munsch: How do gender roles define people?
6. Part I- The Giving Tree by Shel Silverstein: Is the proper role of government to help citizens or to encourage citizens to help themselves?
Dwight and Mrs. Devlin tap into a subtle, yet extremely important truth about putting questions at the centerpiece of your instruction– and that is that they act as a filter for your content and work to bound disparate ideas into a coherent whole over time. Being ‘intentional’- as Mrs Devlin put it- is key to make it work. Imagine structuring an entire course on Big Questions and achieving these purposes creatively along the way.
Elyse provides a simple yet powerful metaphor for the indispensable role questions can play in instruction. Maybe we make teaching harder than it needs to be when we start students off with specific content details and then try to encourage students to make big-picture sense out of those details, as opposed to starting with a big picture understanding and then fitting in details inside that understanding (which is what starting with Big Questions allows you to do). Teaching is hard enough. Maybe we make it harder than we have to.
Mary Ellen Daneels shared this famous Einstein quote to remind us that much of the valuable work in our classrooms should be thinking about the right questions to ask, not rushing off to fashion answers before we’ve thought through what it is we want to learn. Reconfiguring our priorities in this way necessitates that we cultivate the virtue of patience and slow down our instruction.
Stay tuned for more next week!
Here is an archive of the chat.