Welcome to #utedchat tonight. As you introduce yourself - share one question you’d love to ask a famous person, either living or dead, and share why you chose that person.
Wow. So many. I guess it would be Einstein. My question is “Who was the teacher that changed your paradigm about school?” I’d like to meet that person.
Hi everyone! Havilah Jones, Innovative Learning Coach for @alpineschools
If I could ask a question to a famous person I'd want to talk to Eleanor Roosevelt... but I'm not sure I could limit myself to one question! #UTedChat
Christine, 5th grade, @alpineschools . We're talking American Revo in class right now, so I think I'd like to ask the founding fathers - would they change anything if they could have a do-over? #utedchat
Greetings #utedchat! Marci, Ed Consultant. My one question would be for Abraham Lincoln because I am a constant student of his leadership. I would ask him which of his daily routines helped him connect best with others.
Brent, 6th Grade Teacher, Weber School District. I would like to talk to my 6th grade teacher and find out what they saw in me. #UTedChat My favorite classroom question: Explain what you mean.
Ron Fisher 4th Grade, I would love to ask George Washington so many questions, but Warum Weihnachten, Why Christmas in the Battle of Trenton? #UTedchat
Love all the different figures from history and the fantastic questions. My favorite question to ask someone is what made the difference in your life… #utedchat
Well if they don’t respond I just stare around the room awkwardly until someone can’t take it anymore 🤷🏼♂️ or I say, I just asked a question, this is where you raise your hands. #utedchat
A1: I always put the student’s name after the question (e.g. “Why do you think that is, Jaquan?” versus “Jaquan, why do you think that is?”) to keep the class from tuning out too early. #UTedChat
That’s why my question was will you go to dinner with me, then I get a whole meals worth of discussion! It’s kind of like wishing for more wishes. #utedchat
In reply to
@marcihouseman, @hjones3000, @alpineschools
A1: wait time. Embrace the silence. Don’t be afraid to let kids sit there for a minute. And sometimes you need to reframe the question or word it differently, but don’t just give the answer. #utedchat
A1 Sometimes I'll share something about myself relating to the topic and then ask them their opinion. Relate it to their world and they'll give you their all #utedchat
A1: Like so many effective instructional practices, begin with the end in mind. What do you want students to know and be able to do? Then design questions that will get them there. #utedchat
A1 Well, I have never found "the perfect Question Databank," but you have to be "with-it" and understand the aesthetic atmosphere, understand the students, and have the skill to think on your feet, #UTedchat
A1 - Lots of wait time so kids can think. Ask kids to not raise their hand until a specified moment so that everyone has time to think and not turn off when the fast hands get raised. #utedchat
Hi. Brandon. 6th grade @DryCreekOwls I’d love to ask @neiltyson why look up? Also what is the most important thing in to do to help students be scientifically literate?
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Q2 - Projects like Genius Hour encourage students to find an essential question they want to study. How do you work with kids on asking their own questions? #utedchat
A2: we had a wonder board in our classroom where students could post their questions/wonders about the topic we were studying. They came up with some great Qs every time! #utedchat
A2 #utedchat I really emphasize and recognize at the beginning of the year when a student responds to another student. It fosters good S-S interaction and breeds Qing
A1- I ask a question and give "wait time..." students have to sit and think, then I ask them to share with a partner... Often a question is asked and the same kids raise their hands and dominate the dialogue ... I found this gives all students a voice #utedchat
A2 In Genius Hour, I cheat with the first assignment because I want them to understand that they can learn anything that they have never been able to study. The 2nd assignment is when I sit down with them and see if their essential question will lead them somewhere. #UTedchat
A2 - I think it’s important to give the students plenty of opportunities to think about a topic and ask questions. Too often, teachers jump in and want to help the students before giving them a chance to think for themselves. #utedchat
A2: #utedchat I model digging in to learn about new topics. I am unafraid to let a lesson be hijacked when a new interesting something comes up. My excitement and willingness to explore shows them it is okay and worthwhile.
A1: Don't be afraid of silence. Ask the question, wait. They need time to process the question and their answer. It always feels longer for us than for them! #utedchat
But I think we need to let them figure out how to converse without too much support from us, or they will always wait for prompts to share and listen to each other. #utedchat
A2: Giving Ss think time and opportunities to ask questions on platforms like Padlet gives them a safety net. This can be the springboard for discussions. Teaching them how to ask good questions is the place to start. #utedchat
Love how you stated, "They need time to process the question/answer"... with kids learning at different rates, what a great opportunity as an educator to assist ALL kids in feeling successful and capable... Silence/Wait time is HUGE #utedchat
A2: I love the QAR strategy for helping students understand how to answer questions and then apply the strategy in creating their own questions. #utedchat
Q3: #utedchat Basic recall/understanding/"touch answers" (they answer is in the text). Intermediate questions are basic inference/conclusions. Advanced questions draw on connections, application, and transfer. Challenge questions to cause them to examine their thinking.
A3 One way is about probing, seeing if they are really thinking, (you know they are thinking of other things), seeing if they are engaged. But another type is discussion type questions and the purpose is to get them to think deeper ... #UTedchat
A3 Questions are a great way to find out what students know. It’s also a great way to find out what they think. Questions lead to conversations that lectures could never teach
#UTedChat
A3 - Formative assessment, do they know it. A chance to practice critical thinking skills. To cause them to reflect on what they know, or don't #utedchat
A3- A lot of my questions are geared towards getting Ss to share their experiences and ideas. I want them to see how content we study in class relates to their everyday lives. Nothing worse that a fill in the blank question! #utedchat
A3: This goes back to what I shared earlier--funneling versus focusing questions. Sometimes we ask questions to steer students in a specific direction and sometimes we ask questions to understand what students are thinking. #utedchat
A3: I find that a lot of the questions I ask my students are direct reflections of questions they ask me. They ask me a question because they don't understand, so I ask them a question to help them hone in and discover for themselves. #utedchat
A3: One of my main purposes is to direct questions to different students so that students can hear differing perspectives and unique approaches to problem solving. #utedchat
Q4 - In Mystery Skype a good student question can solve the challenge. What are some other activities you’ve done with students where they are the ones asking the questions? #utedchat
In order to do this, we MUST take time as educators to build relationships with students - take a genuine/sincere interest in them... know their passions, hobbies, dreams, and goals... #utedchat
#utedchat A4 For test prep I used to like to show the kids how to write "teacher - like" questions. Then they would review all the science material for the year and write the science questions for a jeopardy game. It was very satisfying for them and me.
A4: I love using socratic seminars to get students to ask questions. Having them read a text and then come up with higher level questions to use in a discussion with their classmates. #UTedchat But man alive they need practice w/ academic discussion.
A4: Make a statement without divulging who or what "you" are. Have them ask questions that will help them discover who or what "you" are. You can learn a lot about their depth of knowledge based on the questions they ask. #utedchat
Q4 - In Mystery Skype a good student question can solve the challenge. What are some other activities you’ve done with students where they are the ones asking the questions? #utedchat
A4: for a test review I have had students make their own tests with questions and possible answers, and then used the best ones for their actual test. #utedchat
No question - I know I'm guilty of asking questions like this. Comes back to what we've heard earlier - you need a purpose in asking your questions, otherwise they're pretty meaningless. #utedchat
A4 - I like to get students conducting interviews, especially with people outside of class. This really gets kids thinking about what makes for a good question. #utedchat
Happy to share! It is highly impactful in the classroom. It requires an investment of time in modeling and practice but it pays huge dividends! :) #utedchat
A4 In science, it's great to demonstrate a phenomena and then let them come up with the questions. #UTedChat Those were always my favorite lessons to teach. The students can surprise you!
#utedchat A4 That makes sense. Kids need to think up questions for different kinds of situations. What kind of questions will you ask if you want to buy a car, a house, get a job, good thought Jared.
Q5 - More of our discussions are moving online as part of a blended classroom. What are some good strategies for leading online conversations? How do your questions change asking questions in a digital space? #utedchat
A4 - I like to get students conducting interviews, especially with people outside of class. This really gets kids thinking about what makes for a good question. #utedchat
A5 Opening up Chat in Google Classroom has opened up opportunities to teach #DigitalLiteracy, It allows them to learn proper ways to communicate with peers and I monitor the whole time. #UTedchat
A5 - I think it’s really important to keep questions simple and direct in an online space. You don’t have the luxury of explaining yourself as much as you can in person. #utedchat
A5: I have recently discovered a resourced called @Gen_Global_ and it is designed to teach students how to have better dialogue. They use a social media feel where students "heart" comments, but diff colors represent diff strengths (reflection, experience, etc.) #utedchat
A5: #utedchat I think it is important for online discussion participants (asynchronous) to carefully read and consider what has already been said. Then consider what they can add that moves the discussion in a positive direction. Don't post just to post.
A5: I think conversation protocols are always a good idea in the classroom but become even more important in the digital space. Protocols invite good digital citizenship and ensure a safe space for all. #utedchat
Q5 - More of our discussions are moving online as part of a blended classroom. What are some good strategies for leading online conversations? How do your questions change asking questions in a digital space? #utedchat
A5: Being in the middle of an online Masters Program, the best questions require a higher level of thinking (DOK 3). Otherwise, no thought or energy goes into it #utedchat
A5 start by having each student have a profile picture to help remind them these are real people and real conversations. Make sure topics/questions are relevant and engaging. #utedchat
And they (the students) usually come up with better questions than the teacher. By far their eyes on their world is more relevant than through the eyes of an adult worried about making sure the standards are followed... #UTedchat
In reply to
@covili, @quizlet, @GetKahoot, @SMART_Tech
One advantage of moving discussions online is the ability to bring in outside sources (media, articles, etc) to enhance student understanding before they respond to questions. #utedchat
#utedchat So true. Questions in the online forum must go deeper and draw more on the thoughts, opinions, and experiences of those posting. Lower DOK questions lead to the same answer over and over again.
A5: Being in the middle of an online Masters Program, the best questions require a higher level of thinking (DOK 3). Otherwise, no thought or energy goes into it #utedchat
I've been trying to fit it in my curriculum for a while and am finally getting there! They have online dialogue space and they also can set up skype calls with classrooms from around the world! And they provide you with lesson plans to prep your kids #utedchat
I agree. That's why I've always had a hard time with the "respond to at least 2 other posts" requirement. It makes the discussion less sincere and more just for a grade. #UTedChat
Had a Masters class in which the discussions weren’t really discussions so no one posted anything worthwhile, professor didn’t have a good understanding of online discussions, limited class interactions and participation #utedchat
A5: Teaching HS I try to emphasize knowing and citing sources. Online discussions makes that sooo much easier as Ss can include the link in their comment #utedchat
Similar for adult learners in the PLN space! I find that the Twitter chats that engage me the most are the ones that allow me to learn from others, reflect on my practice, and commit to action as a result of what I have learned. #utedchat
#utedchat A5 You might spend some time talking about what makes an effective communicator. There are specific skills in person, eye contact, don't mumble, speak up etc. Rules apply in the Nethersphere as well. This could, if enforced, help students to review & edit 4 clarity.
I can see what you’re saying. I much prefer the conversations in #utedchat because they are organic. Some discussion forums in online classes do feel forced.
A5: For younger students, we have to find ways to help them better understand why what they say online matters. Also, show what can be learned from what others say. #utedchat
#utedchat The best professional development gives us things we can use in the classroom the next day (I am sure that came from some presenter, but I am not sure who). :)
Similar for adult learners in the PLN space! I find that the Twitter chats that engage me the most are the ones that allow me to learn from others, reflect on my practice, and commit to action as a result of what I have learned. #utedchat
It’s tricky cause if you don’t require some interaction it won’t happen. Definitely takes consideration for teacher to decide what works best. I get your point, but without some requirement there would be less interaction. #UTedchat
But then you also have the challenge of being able to assess the learner to see if they really know the content. Maybe the discussion board isn't the place for that. #UTedChat
But more interaction doesn't always mean quality interaction. Maybe the way to spark interaction lies in the question you ask. Or even the experiences they have during other parts of the class that make them want to have a discussion. #UTedChat
#utedchat So true. I have always thought of discussion boards as the place to share, extend thinking, and wander through the subject matter. I do not see them as places to collect data for grades.
But then you also have the challenge of being able to assess the learner to see if they really know the content. Maybe the discussion board isn't the place for that. #UTedChat
My students loved taking math reviews on @GetKahoot - they thought it was “fun” and didn’t realize they were learning in the process. I love that Kahoot! Corrects it for me and makes a spreadsheet with all the data! Win-win! #utedchat
Sure better questions will automatically get better responses, but from experience if you don’t require some expectation of quality responses you will get the bare minimum. It’s tricky, like you said you don’t want ‘fake’ interactions, but you do want interactions #utedchat
