by Terry Heick
Are there any questions that students can ask themselves while you teach? Questions that can guide and support their own reflection and awareness before, during and after your teaching?
Of course, this assumes that you “teach” a traditional “lesson” with a learning objective or target. Otherwise, it may not be very useful. This is also a list that, like many that I have made, could unnecessarily become fast. In some ways, it works something like a Kwl graphics. The idea here, however, concerns less brainstorming before or after a lesson, but rather have useful questions to guide the student so that he can know what to expect.
Some tips to start:
There are many, too many questions here to be usefully excited as they are. Cherry cixes which are useful and add others that you think is useful.
You will probably need to reformulate them for the students you teach. I would absolutely not give them to students and I hope they “understand it”.
You could consider scaffolding or download them at the start of the year for payment later in the year
You can also consider differentiating them – Assign specific questions to specific students at specific times depending on what you think could help
You can model the answers or think about the reference so that students understand how and why use them
Operate the questions for your students rather than the reverse
Ask students who “get it” faster than others share some of their answers so that students can benefit from reflection hearing in the language “adapted to students”
75 questions that students can ask themselves Before, during and after Education
Before teaching and learning
1. What is learned?
What is the subject? Now what is learned exactly in this subject?
What seems that the teacher wants us to focus on? What do they focus on?
Is it a concept, a skill or a skill? Something else? Is it specific, as a skill or vague as a concept or an idea?
Does this review of something we have already learned, extending previous learning or new learning?
2. What seems the most important in what is learned?
At first glance, what is the “big idea” of what is learned?
What is the teacher explicitly indicates important? What is they involved in?
What about this can help me grow as a person?
If I learn only one thing of this lesson, what should be?
3. What do I already know and I don’t know about it?
How is what is learned integrate into what I already know?
What other “things” (areas of content, real thoughts and jobs, etc.) is it connected?
Where did I see this or something like that before (inside and / or outside the class)?
What do others seem to know about it or “things” like that?
4. Why is it important?
Why is learning important?
What is the value of this for me as a person?
How do others use it “in the real world” and how could it change the way I approach the lesson or activity?
How can I think I could use it in my daily life?
5. What is my role in learning this?
What should I be prepared (knowledge, vocabulary, equipment, calendar, etc.)? What resources will be available for me?
What state of mind will I benefit the most?
How can I use my strength to learn this?
What should I do to learn this? What’s going on if I don’t do it?
During teaching and learning?
1. What’s going on?
What’s going well?
What makes sense?
What is interesting?
What is surprising?
2. What seems the most important?
What is underlined?
SNCC: What’s simple? What’s new? What is confusing? What is complex?
How can I separate what is “new”, what is “confused” and what is really “complex” and not confuse the three?
How could I concept what is learned to indicate a hierarchy or a priority?
3 and 3 What am I doing to help me learn?
What specific questions do I have?
How can I document the most important questions and / or ideas of future reference? Visual notes? Combined notes? Do I know How to take Cornell Notes? Save audio? “Be careful” and “do the work”?
When you learn that, what do others do (or what have others have done in the past)?
What “things” observable should I “do” or not to help me learn?
4 What does my mind do?
How does it help me or could it be better to help me? Where is my attention as I learn?
Where do I need curiosity? Self -discipline? Enthusiasm? Patience? An open mind?
What is my state of mind – has it changed since the start of the lesson?
What do I think or feel and how does it affect my learning?
5. What is it connected?
What does it remind me of? Where do others use this in the real world?
What models do I see?
What did I have learned before that can help me learn this and what I think can or should be “taught” next?
What do others seem to learn?
After teaching and learning
1. How did it go?
What was most interesting?
What did I learn? Did I seem to know what lesson was designed for me to learn? If not, what have I learned?
How did I “miss” affect me (in class and in life)?
What do I still “need help” with? Who can I talk about the lesson to examine key ideas or clarify misunderstandings?
2. What seems the most important in what has been learned?
What seems less important and what seems more important in what has been learned? Or is it something where what has been learned has no clear hierarchy?
After the lesson, what seems the most important different from the way things seem before and during the lesson? How and why?
What is “less important” on what has been learned and how does it relate to what is “the most important”?
How does my life personally change the value of what has been learned (and any hierarchy that is there)?
3 and 3 What should I do with what I learned and how should I answer what I have not learned?
What should I do with what I learned and know?
Who should I “say” or share this?
Who would care and / or the most would benefit the most?
What can I do with that?
4. On the basis of what we have learned today, what could we learn tomorrow?
Where does we learn seems to “go”?
When we have learned things like that in the past, what happens next?
What can I learn about it tomorrow with help? By myself?
What could someone who could know better than me “learn then”?
5. How did I have changed by what I learned?
What do you feel about this content? Interested? Enthusiastic? Curious? Bored? Indifferent?
What is different with me? Something new that I know? Something new that I can do? Is it a little change or a new way of seeing things? If the change seems useful to me or as “a good thing”, what can I do to extend, extend or deepen this change?
How can I learn this-maybe better?
How can I think about this learning in 40 days? 40 weeks? 40 months? 40 years?
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