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Q.U.I.L.T. All students are gifted – some just open their packages earlier than others. –Michael Carr. Q.U.I.L.T. “Every day thinking, like ordinary walking, is a natural performance we all pick up. But good thinking, like running the 100-yard dash, is a technical performance. Q.U.I.L.T.
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Q.U.I.L.T. All students are gifted – some just open their packages earlier than others. –Michael Carr
Q.U.I.L.T. “Every day thinking, like ordinary walking, is a natural performance we all pick up. But good thinking, like running the 100-yard dash, is a technical performance...
Q.U.I.L.T. Sprinters have to be taught how to run the 100-yard dash; good thinking is the result of good teaching, which includes much practice.” David Perkins, Howard University
Q.U.I.L.T.Brain Research The challenge of brain research… is grasping the vastness, complexity, and power of the human brain
Q.U.I.L.T.Brain Research Concepts: The brain is a parallel processor Learning engages the entire physiology The search for meaning is innate
Q.U.I.L.T.Brain Research Meaning occurs through patterning Every brain simultaneously perceives & creates parts and whole Each brain is unique
Q.U.I.L.T.The Value of Questioning Good questions lead students to inquiry and high levels of thinking. “All learning begins with questions.” Kenneth Chuska (1995, p.7)
Q.U.I.L.T.The Value of Questioning The skillful questioner causes students to do the following: - Focus their attention on the issue(s) at hand - Integrate new ideas with prior knowledge - Examine their values and beliefs - Apply knowledge to life situations - Pursue areas of inquiry - Explore ideas at various levels of thinking
Q.U.I.L.T.The Value of Questioning - Form habits of thinking - Verify and justify their positions - Transfer knowledge to other areas - Reflect on what they are learning
Q.U.I.L.T.The Value of Questioning Asking thought-provoking questions Anyone can ask questions, but posing questions that promote learning and thinking takes TIME, THOUGHT, EFFORT, and PRACTICE. Poor questions simply use valuable class time without benefiting anyone.
The Griney Grollers Thinking Skills Test The griney grollers grangled in the granchy gak.
The Griney Grollers Thinking Skills Test 1. What kind of grollers were they?
The Griney Grollers Thinking Skills Test 2. What did the grollers do?
The Griney Grollers Thinking Skills Test 3. Where did they do it?
The Griney Grollers Thinking Skills Test 4. In what kind of gak did they grangle?
The Griney Grollers Thinking Skills Test 5. Place one line under the subject and two lines under the verb.
The Griney Grollers Thinking Skills Test 6. In one sentence, explain why-the grollers were grangling in the granchy gak. Be prepared to justify your answer with facts.
The Griney Grollers Thinking Skills Test 7. If you had to grangle in a granchy gak, what one item would you choose to have with you and why?
The Griney Grollers Thinking Skills Test Moral: Students can answer low-level questions without thinking.
Q.U.I.L.T. Students enter/exit classrooms with no more understanding of what they’ve learned than “The Grindy Groller” taught you!
Q.U.I.L.T.Wait Time What Is the Value of Wait Time?
Q.U.I.L.T.Wait Time “Wait Time”refers to that period of teacher silence that follows the posing of a question (Wait Time I) as well as that following an initial student response (Wait Time II).
Q.U.I.L.T.Wait Time Extensive research has consistently demonstrated that the quality of student verbal responses improves when teachers regularly employ the “Wait Time” technique.
Q.U.I.L.T.Wait Time Rowe (1974) analyzed over 300 classroom tape recordings of classroom teachers and discovered a mean Wait Time I of one second and a mean Wait Time II of .9 seconds.
Q.U.I.L.T.Wait Time When the average wait for both types was extended beyond three seconds, a variety of significant improvements were observed. A synthesis of studies of Wait Time by Tobin and Capie (1980) confirms the following benefits of Wait Time use by teachers:
Q.U.I.L.T.Wait Time 1. The length of student responses increased. 2. More frequent, unsolicited contributions (relevant to the discussion) were made. 3. An increase in the logical consistency of students’ explanations occurred.
Q.U.I.L.T.Wait Time 4. Students voluntarily increased the use of evidence to support inferences. 5. The incidence of speculative response increased. 6. The number of questions asked by students increased. 7. Greater participation by all learners occurred.
Q.U.I.L.T.Wait Time I. Wait Time – Before Calling on Student: A. Gives the teacher time to count those students who have been answering questions and those who have not. B. Gives the teacher time to assess which students might answer the question correctly.
Q.U.I.L.T.Wait Time II. Wait Time I After Calling on Student: A. Gives student time to frame an answer.
Q.U.I.L.T.Wait Time III. Wait Time II After Student Answer: 1. Gives the student time to elaborate on or complete an answer. 2. Gives the teacher time to think about whether the answer was correct, incorrect, partially correct or evasive. 3. Provides time for the teacher to frame a response.
