Five Ways to help Learners Become Better Questioners

Reference:
http://www.edutopia.org/blog/help-students-become-better-questioners-warren-berger?utm_content=buffer8ac3e&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

Using 'THE RULE OF THREE' for Learning

I recently read an article by Ben Johnson (2016) that promoted the theory that our learners need to be given the opportunity to learn something new at least three times before we can expect them to know it and apply it.

Johnson suggests we use these three steps:
1. Engage the students in a practical way. After introducing and modelling the learning that is the focus, we need to have our students 'do' something, such as a practical inquiry or discovery activity.
Johnson states, "The important thing is that students have their first roll-up-the-sleeves-and-get-messy experience with the content they are supposed to acquire."

2. Give the students a second opportunity to practice what they learned by using collaborative learning strategies. In groups, they can categorize, analyze or create their own unique patterns.

3. Do some really fun stuff with the content through project-based learning. Require them to do some problem-solving, critical thinking, and creative thinking and then showcase this learning for others.
Examples he gives for showcasing learning include: movie presentation, Reader's Theatre, quiz show, panel discussion, a photo tour, or a slide show.

While sometimes it might take more than three opportunities for the learning to be consolidated, Johnson suggested three is a minimum requirement. He says, "The Rule of Three has to be the students trying to recall, understand, or apply what they have learned on their own."

Ask yourself, "What three learning opportunities have I given my students about this content so they can be successful?"

From: 'Using the Rule of Three' Johnson, B. April, 2016, Edutopia

Some Thoughts and Ideas About Inquiry Learning

The Galileo Educational Network Association (2006) defined inquiry as, "a systematic investigation or study into a worthy question, issue, problem or idea."

Inquiry learning should be student-centred and allow for self-directed learning, focusing on the learning process, rather than just the outcome or product. The students should be able to develop a deeper understanding of the concepts and problems they are investigating. The student drives the learning, while the teacher guides and facilitates it.

Inquiry learning may also be known as project-based learning or problem-based learning.
The inquiry should be meaningful and authentic.

The main feature of inquiry learning is the problem, task or question being investigated.
Students need to use their prior knowledge to select, organise and integrate new information. Teachers will need to scaffold the inquiry process, while still allowing students as much independence and ownership of the inquiry as possible.

Teachers may need to work through Heron's four levels of inquiry (1971).
Level 1 - The problem, procedure, and solution are all given by the teacher.
Level 2 - Structured inquiry
Level 3 - Guided Inquiry
Level 4 - Open Inquiry where the problem is formulated by the student and the solution is not known in advance.

We also want our students to work collaboratively and support each other through the process, and to use digital technology as a tool to support their inquiry in authentic and meaningful ways.

At the end of the inquiry, the students need to be able to communicate what they have learned in some way and REFLECT on their learning and the process.

Coping With Stress and Challenge

We need to help our students to develop strategies to deal with stress and challenge.
Our students need to view challenges as opportunities and to build resilience.
If students can view stress as a positive motivator and develop a 'challenge response' to stress, they will learn how to manage stressful and challenging situations and feel empowered to overcome the problem.
Life is stressful in lots of ways, and we cannot erase stress from our own or our student's lives, but we can help them to build resilience and grit and ways to cope with stress.
Kelly McGonigal in her popular Ted Talk, suggests three interventions to help students change their approach to stress and build resiliency:

1. Encourage our students to care for and connect with others.
  
2. Help our students to develop a high sense of purpose. McGonigal suggests that teachers regularly get their students to self-reflect and ask them the following questions:

• What quality or strength do you value about yourself? (This is different than what a teacher or adult would value about you.)
• What activity, role or relationship brings you meaning, satisfaction or joy?  McGonigal says students often point out things like sports, art or being a sibling. The point is to get at something bigger than self.
• What mission, purpose or community do you serve? This question expands the sense of self and gets at what a student cares about.
• Why are these important to you?

3.   Focus on how stress can help our students grow.
“If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth,” McGonigal said.
McGonigal suggests getting students to regularly get into small groups and how they have faced challenges and persevered to overcome them, reflect on who or what supported them, and think about what they learned and how they managed the stress or challenge.

“When we are anxious, stop interpreting it as a sign we are inadequate and start seeing it as a way we can rise to the challenge,” McGonigal said.

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