Sschat Debrief: Educators Speak Out On Big Questions- Part II

sschat

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


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.


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.


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.


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


 

Sub-Images_BQIA (1)

 

 

“Students- Give me your honest feedback. How are we doing?”

Feedback

Asking questions is sometimes a painful act of courage, especially when you are asking the group of people whose opinions you value most: your students.

Chris Hallberg, business consultant and turnaround specialist, wrote this provocative blog post for Leadership Now about the questions business leaders should ask their employees about the health of their organizations.  These are not flaky questions one might find on a post-workshop survey. Many are unsettling Big Questions which test the emotional fragility of leaders who often fear constructive criticism and self-reflection.

As I read it, my mind gravitated towards comparisons to classroom teaching and so I decided to tweak the questions just a bit into ones that we could ask our students at the end of a semester or year.

Here we go!

ChrisHallberg

Wow and ouch!

As scary as these questions are, the responses to them would give us a wealth of information about the classroom experience, information that we could act upon to improve learning for all.

So if you are looking for something to do in class right after holiday break, look no further!

What is your favorite question on this list?

Which question on the list would you be most interested in getting answers to?

Which question makes you most nervous?

Reply to this blog or tweet a response to @dmfouts

More on Chris Hallberg:  Chris is ranked #9 on Inc.’s “Top 50 Leadership and Management Experts,” is a seasoned business consultant, turnaround expert, United States Army veteran, and author of The Business Sergeant’s Field Manual. You will find his blog at Business Sergeant

Sub-Images_BQPD (1)