Comments on: Any Questions?

By: Dan Rothstein

Dan Rothstein — Sun, 31 Mar 2013 20:14:25 +0000

Thanks, Dan, for this post and thanks, Erik, for the reference to the free resources at rightquestion.org. We’re learning so much from educators around the country and the world (more than 2,300 now) who are actively teaching students to ask their own questions. They are reporting students who are more engaged, take more ownership and are learning more. We would welcome the chance to learn from how you used the Question Formulation Technique and other methods.

By: This Weekâ€™s â€œLinks I Should Have Posted About, But Didnâ€™tâ€ | Larry Ferlazzo’s Websites of the Day…

Tue, 19 Feb 2013 05:11:53 +0000

[…] Any Questions? is a good post from Dan Meyer, with even better comments. I’m adding it to The Best Posts & Articles About Asking Good Questions. […]

By: Tom

Tom — Thu, 14 Feb 2013 02:21:27 +0000

The thing that comes to my mind as a teacher of self-described 14 year old math-phobics, is how do I get students to be willing to ask the good questions that they have.

Whether it be shyness or fear of being ostracized, so many questions go unasked. How can we encouraged those questions to be asked and/or how can we provide an arena for those questions to be asked?

By: Getting Students to Ask Their Good Questions | Prime Factors

Getting Students to Ask Their Good Questions | Prime Factors — Thu, 14 Feb 2013 02:16:11 +0000

[…] a bunch of blogs posts flying across my reader on good questions.Â Dan Meyer started is by sharing a quote and Chris Robinson started writing about analyzing student […]

By: Constructing Math Instruction » Analyzing Student Questions

Constructing Math Instruction » Analyzing Student Questions — Wed, 13 Feb 2013 19:21:27 +0000

[…] reading Dan’s post about asking good questions and attending Max’s Global Math Dept. session last night […]

By: Andrew Stadel

Andrew Stadel — Mon, 11 Feb 2013 05:35:38 +0000

Thanks for sharing this.
I’ll share this with my students and parents!

By: Erik Von Burg

Erik Von Burg — Fri, 08 Feb 2013 19:21:43 +0000

Our program’s curriculum centers around the idea that problem solving revolves around the ability to generate, ask, and seek answers to questions. In my experience, students struggle mightily to shrug off the notion that all questions must come from the teacher, and that the genesis of true problem solving and exploration comes from the generation of a question. This is not to say that they can not do it, but they have to unlearn many of the tacit understandings that they have been inculcated with. The Right Question Institute (http://rightquestion.org/) and their founders book “Make Just One Change” (http://rightquestion.org/make-just-one-change/) have great resources to teach student how to generate and evaluate questions.

@Dan Anderson – I love the quote you present because we talk endlessly about establishing the correct problem statement when engaging in problem solving. We use Creative Problem Solving process as a backbone of our curriculum.

This discussion reminded me of this SNL skit with Jerry Seinfeld trying to elicit high level thinking in his history class. While the classroom structure is not exploratory in nature, it does poke some fun at the interactions, understandings, and assumptions we make with question.

http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history

By: John Scammell

John Scammell — Fri, 08 Feb 2013 01:56:12 +0000

Funny. Just today a colleague an I were looking for video of good classroom questioning to use in a presentation. We had none. We found none. It’s an art.

By: Shane Brewer

Shane Brewer — Thu, 07 Feb 2013 21:17:50 +0000

I sometimes find that I can assess student understanding better through the questions they ask than the questions they answer (say, on a quiz.)

By: Thom Ingram

Thom Ingram — Thu, 07 Feb 2013 19:00:19 +0000

Here are some questions I handed out to my class that they needed to ask of the presenter (and each other) at the end of each book presentation:

What would a visual representation of this author’s ideas look like?
What stands out the most from your book?
What related details would you add to the author’s ideas?
How would this idea look to __________________ (who, when, where)?
What would someone of the opposite opinion think?
How is this like a __________________ (analogy).
If I were a ___________ how would I (see, feel, think) about this?
What is the most essential thing for us to remember about this book?
If________________ happened, how would that change the author’s ideas?
What would happen if what this author is saying were completely (true/false)?
What are the (positive/negative) implications of this?
What is the value of ______________________?
How is this idea useful to a ___________________ person?
What caused the author to (believe, research, write) this?
How could we (prove/disprove) these ideas?
How is this idea connected to ___________________?
How can we apply these ideas to __________________?
How is this (similar/different) than ___________________?
What is the evidence for these ideas?
What are the limits of these ideas?
What are the blind spots within these ideas?
How are the author’s view about ____________ shaped?