Rothstein and Santana chapter 5 to Conclusion: Discussion Post

Reflection/DB#4

The QFT process

Students Improve Questions

Closed- and Open-Ended Questions

“The construction and phrasing of a question shapes the kind of information you can expect to receive” (Rothstein and Santana, 2011).

Open-Ended Questions

Question Starters: Why, How + What, Who, Where, & When

It is important with open-ended questions  to be specific because sometimes they can be too broad. Wording is equally important.

Closed-Ended Questions

Question Starters: Is, Do, & Can + What, Who, Where, & When

Three types of Closed-Ended Questions:

(1) check-in questions

(2) confirming questions

(3) permission-seeking questions

Closed-Ended questions require a specific answer and may not lend themselves to lengthy discussion.

Questioning is important and may determine the quality of the answers. 

Students Prioritize the Questions

Analysis and Convergence

“Prioritization may be one of the greatest thinking challenges your students face in their own lives every day” (Rothstein and Santana, 2011).

This step in the QFT process will help your students develop the ability to prioritize life-long learning activities. They will practice by continuing to fine-tune their own learning and questions they have created.

Students Reflect on Their Learning

Cognition, Affect, and Behavior

Active learning develops from the practice of reflective learning. During active learning students engage in conversations with teachers and classmates; community setting of being instrumental in their own learning, figuring out the reasons behind the answers, contributing to learning, and teaching each other.

What to do with all these questions:

The practice of QFT allows teachers insight into what students really wish to learn and allows maximum potential from engagement. To reach maximum potential for learning, students must not stop here, but be provided opportunities to articulate their learning, explain the value and relevance of what they learned, and continue to use this questioning process in areas other than an academic setting.

Memo from a fellow teacher on QFT

•  It may be difficult, but it is possible.
•  It may appear simple, but it is NOT simplistic.
• Helping students become independent learners is possible.
•  This process makes the teacher’s job easier.
•  When it’s all done, it’s worth it.

Student Reflection

Self-directed learners

Students have finished all but one of the tasks asked of them. They have asked the questions, improved the questions, prioritized the questions, but now they must reflect on their learning. 

Students and Classrooms Transformed

• They have gained a better understanding of content and greater learning.
• They have gained confidence, become self-starters, are more engaged, and take ownership of their own learning.
• They have developed lifelong thinking skills to use in their education and beyond.
• Increases participation in group and peer learning processes
• Improves classroom management
• Enhances classroom practices to address inequities in education

Engaged students take ownership take ownership of their learning.

Questions, Education, and Democracy

• Teaching students questioning strategies, will improve education in every classroom in every school.
• Teaching students how to ask their own questions is satisfying.
• We create a well-informed citizenry and a stronger, more vibrant democratic society by teaching students to ask their own questions.

Reference:

Rothstein, D. & Santana, L. (2011) Make Just One Change: Teach Students to Ask Their Own Questions. Cambridge, MA: Harvard Education Press.