This post extends last week’s debrief of ideas from the sschat “Teaching Teachers and Students to Ask Big Questions,” held on April 2, 2018. Short commentary follows each comment with links to past blog posts relevant to the idea shared.
Thanks again to all who participated! The next chat is Creating Podcasts with Your Students #sschat April 9, 2018 at 7:00 pm – 8:00 pm Hosted by @listenwiselearn
A2: so many expect b/w simple assessment results. But big questions provoke big discussions. Those are tougher to quantify. #sschat
— Jason Deehan🌎 (@Mrdeehanclass) April 2, 2018
Jason taps into a core truth of questions which is that the learning embedded inside question-asking is very hard to quantify. This fact causes anxiety for some teachers who work under systems which require quantifiable data of learning tasks. Data collection frustration is one of the inevitable costs of teaching with questions.
A3 that’s the benefit of the deeper why and how questions. Then looking for evidence for both sides of an argument. #sschat
— nancy cohen (@NcohenCohen) April 2, 2018
A seemingly impossible teaching challenge is to persuade students of the value of holding two opposing arguments in mind, while at the same time honoring each argument on its own terms– and then having patience and courage to choose the strongest one. This takes confidence and certitude. Big Questions force students and teachers to practice this task of argument-making in a meaningful way over time. One tool I’ve found that is really helpful here is the “4-Sentence Paper technique“. This simple technique expands student capacity to handle multiple perspectives and imbues them with confidence to take a stand.
A2 — some students do not WANT to think deeply, however much value we might see in the endeavor…. That's not necessarily a matter of laziness, but sometimes it's just a conflicting notion of what SocSt class is for. They would rather memorize/repeat facts.#sschat
— Andrew Swan Is Still Figuring Out How to 'Hyflex' (@flipping_A_tchr) April 2, 2018
I’ve been thinking about Andrew’s comment all week, actually. I didn’t want to believe what he said is right but it is. Some students just want to view social studies as a memorization game of disparate facts and dates. If that is true, then it is incumbent upon us as teachers to take great care to communicate early the importance of questions driving the learning process. The most dramatic way to communicate this value would be to organize an entire course by Big Questions. Short of that, though, we can be more intentional about using questions to guide our units and individual lessons. The brutal reality is that not all students will take to this questions approach. Despite our efforts, the psychological benefits of comfort and certainty which come with definitive answers are just too strong of a force for some students who turn away from critical thinking. At the very least, though, we will have strategically planted some seeds of doubt for future contemplation.
Depends on purpose of activity. If you are looking for students to ask questions; Yes they can be assessed. If you are using questions to encourage further discussion; they don’t have to be. #sschat https://t.co/QsfSw0JcUS
— Katie Kaye (@kckaye24) April 2, 2018
Katie’s response to the question “Can questions be assessed?” is insightful and comforting. We’ve come to assume that virtually everything in education must be measured and assessed somehow, yet as Katie suggests it really depends on what our purposes are. If students are asking questions to move a discussion along, then there’s no need to obsess over measuring their every move. In fact– as we’ve all experienced– sometimes fixating on assessment of learning causes us to miss present experiences because we’re too busy writing down what happened in the past!
Thanks again to all who contributed to this conversation. Check out the archives here.
The next chat is Creating Podcasts with Your Students #sschat April 9, 2018 at 7:00 pm – 8:00 pm Hosted by @listenwiselearn