A weekly chat covering topics related to teaching with a global perspective. A rotating cast of guest hosts include education experts and influencers. A must-follow for all educators who would like to open their classroom to global opportunities! Hosted by @HSingmaster and sponsored by @AsiaSocietyEDU
Hey everyone, Pip from NZ here. Still on summer holiday so the most interesting question I've had this week is, "Muuuum, can we go swimming?" #globaledchat
Hi there! Meghan from Ohio. Many questions related to health. What are the benefits of eating bee pollen, drinking beet juice, and consuming aloe vera? #Globaledchat
Stephan Hughes - teacher coach and English language professional based on Rio de Janeiro. Most interesting question from my students - "when will I speak English fluently?" #Globaledchat
A1: Curiosity empowers learning which can then grow learners into teachers of the knowledge they acquire. It makes learning & teaching more personal. #GlobalEdChat
Hi All! Matt, social studies teacher from NY. Great topic for tonight! Most interesting question I had this week was “why do we have separate classes when all the subjects relate?” #globaledchat
#Globaledchat Paula here- #designthinking k6 TOSA. Best Q this week from Gd1 S during cultural origin talk: Did you know my great, great, great, grandfather was born in the North Pole, was run over by a reindeer, braking his leg- & then died when Santa's sleigh hit him?
A1: All the great inventions and discoveries have been made by those who are CURIOUS! We want our students to solve the problems of tomorrow. Try to give students open-ended "problems" when possible. #globaledchat
A1: Curiosity drives their learning! Asking questions and hearing others' questions pushes us into new ways of thinking. Knowing how to ask questions makes us grow. #globaledchat
A1 Curiosity supports ss learning bc it allows them to start developing the tools to find their own answers and support their own points of view. The T becomes a tool or facilitator, rather than the "giver of knowledge" #globaledchat
Ken from Western Oregon Univ & Center for Geography Education in Oregon just arriving. Multitasking a couple of work items, so probably going to be in & out #globaledchat
A1: all I have to do is look at my 4 year old son. He asks me a question a minute and is curious about everything. We’re born being curious and just need to foster and support it in students. #globaledchat
A1: all I have to do is look at my 4 year old son. He asks me a question a minute and is curious about everything. We’re born being curious and just need to foster and support it in students. #globaledchat
Was more a curricular question: if students lead learning, then teachers become advisors. Could we expand what we mean by “advisory” to reflect changing roles of teachers and students? #globaledchat
A1 - Curiosity allows Ts to expand professionally and provide new opportunities for Ss. Curiosity in Ss keeps them motivated / interested and learning. #GlobalEdChat
A1. Curiosity is foundation of learning. Connecting relevance to curiosity is important in the classroom so that each student is connected to their learning #globaledchat
A1: Curiosity is what makes learning happen. If you have a question or a wondering than you probably want an answer. This leads to student centered learning where so many skills come into play! #GlobalEdChat
A2: Because questions from Ss tell me more about what they are curious aboyt, engaged in, and also may totally change where I was going w/ an activity! #Globaledchat
A2. Honoring all questions gives students an opportunity to participate and be apart of the experience. It also creates a great safe space which may trigger more ideas/questions. #Globaledchat
A1 - Curiosity allows Ts to expand professionally and provide new opportunities for Ss. Curiosity in Ss keeps them motivated / interested and learning. #GlobalEdChat
A2. Honoring questions let’s the T and peers know where they are at in the learning. You have to meet them where they are and you do this by honoring those Qs #globaledchat
A2: It validates their thinking. Just having Ss ask questions doesn't suffice. Give them a structure to pursue what they want to know- our roles as Ts isn't to deliver knowledge anymore, it's to help Ss understand how to solve problems/find answers #globaledchat
Yes! My 8 and 10 year old ask about everything! It’s fun to see what they are picking up and learning about the world. I hope that curiosity never goes away. #globaledchat
Q2: There are no dumb questions! We need to support kids as they navigate their world and discover new things. It's about building that relationship. Gaining their trust. #globaledchat
A2 If we don't honour and respect ss questions then they stop asking and sit back waiting for the answers. Plus it breeds resentment.'Ask 3 before me' means that they learn from each other first. VERY important #globaledchat
A2.) Depends on what is meant by honor. I usually honor my students questions with redirecting them to google or asking the question to the other students and they explore and answer the question together. #globaledchat
Hi everyone! Malia Blake from NC. Late as usual😫. Best Q of the week: You mean they fell in love and decided to get married within hours? #globaledchat
A2 Student's feeling comfortable that they can ask Qs is at the core of driving curiosity. In fact, one of Qs I always ask my 5th grade daughter after school is whether she asked any good Qs rather than asking what she learned #globaledchat
A2: Questions from Ss show they are truly thinking & not just absorbing info for "school" purposes. They show connections, wonder, a yearning to understand. #GlobalEdChat
A2 - Addressing student questions as they come up fosters their curiosity and deepens their understanding of topics. It also can make teaching more interesting. #GlobalEdChat
Hi! Teresa, Kindergarten teacher, from Western New York. S asked "Why is there no moon on January 16?" This Q while making observations of the January 2018 weather forecast calendar 😊 #GlobalEdChat
A2 Their questions let you know what their misconceptions are and what they understand. They give different viewpoints and help to recenter a conversation or take it to a different level. #globaledchat
It’s the shifting role of the Teacher. Get out of the way and guide the students learning. As life long learners we are always searching for answers. #globaledchat
A2 cont. Honoring students questions also builds trust and relationships and lets they know that you care about them. #RelationshipsAtTheCenter#globaledchat
A2b - Honoring student questions can make them feel valued and help them to realize that there are no “dumb questions” when it furthers their learning. #GlobalEdChat
A2-Students gage how you react to Qs and if your response is kind and thoughtful, it eliminates the fear of not knowing it all! A safe community! #globaledchat
A2: affirming Ss’ inherent value is imperative for trust, vulnerability, and #honestdialogue. #globaledchat (Margret, middle grades educator in Louisiana)
A3: Project Based Learning, community building circle, experiential activities and service learning all help to build student curiosity & awareness of the world around them. #globaledchat
A3 Making Thinking Visible has a lot of amazing strategies to help ss foster curiosity. 3-2-1 strategy is wicked! 3 qns, 2 words and 1 metaphor/simile #globaledchat
A2 Repeating myself but this century is about owning the learning- if it's about my questions instead of theirs, once they leave me, guess what happens... #globaledchat
A2. The learning process 8s a two way process and happens at multi levels ,one gets to know the thought progression of the Ss and one learns along the way as one guides and facilitates..that's why it's important to allow Ss questions #Globaledchat
A3 by creating an environment that allows for failure and actually allows students to get excited about failing keeps them coming back for more #globaledchat
A3 - To foster curiosity I will ask questions to get them to think deeply about topics and connections, which leads to Ss asking their own questions. If I don’t know an answer to a question I have taken class time to find an answer with them. #GlobalEdChat
A3: Give them an authentic problem to solve, something where they can ask hard questions. We run an online conference where students design their own campaigns for change: https://t.co/BmVzbqyFZ4#globaledchat
A3: I like my Kdg students to begin with I notice & I wonder statements which lead to generating Q's. I start modeling Day 1 in September. #globaledchat
A3: Our HS program has students do a 3-part curiosity project as their intro to our school. Pt 1: We are curious about you, Pt 2: What are you curious about? Pt. 3 We are curious about the future! #globaledchat
A3 Primary source visuals or music is good to drive curiosity. Also inquiry driven lessons. There is a good inquiry design model here. https://t.co/gwSnssVwyn#globaledchat
A3) The Question Formulation Technique (QFT) is of course our favorite, but we would never leave out all the great strategies you all are suggesting! #globaledchat
A3-I strive to use content that is relevant to their interests and world. Still struggling, 10th grade is a tough year to get curious...especially if they are accustomed to learned helplessness. #globaledchat
A3: I ask them to explore. They can ask “why.” We engage in reflection and #honestdialogue. I need to use more #dtk12chat, and @NPMMVWeLab’s work with developing an applied design class is inspirational. Check out his thread from earlier today! #globaledchat
A1. Curiousity is intrinsic to all humans ...keeps the spirit of inquiry alive and allows for development of thought and openness to learning .#Globaledchat
A3 by creating an environment that allows for failure and actually allows students to get excited about failing keeps them coming back for more #globaledchat
A3: Love what you’re teaching even when you don’t. Your excitement sparks curosity. Then allow time for exploration, collaboration, research, and reflection. #globaledchat
A3 teaching HOTQs or Higher Order Thinking Questions in a way that makes Ss have to identify the levels of questions before answering questions. Once a Ss understands how basic a literal recall question is they will do anything to stay away from them! #globaledchat
A3, part 1: Looking for freedom within the standards- I think a lot about @joboaler's work with math especially: finding different solutions that are all equally viable. See-Think-Wonder from Project Zero. #globaledchat
A3: Ss love it when we take a bit of class time to research their questions in front of the whole class. We have a question box where Ss can put any questions they want. #globaledchat
A3. I love the way asking for many questions really opens the door for contributions. Quantity can result in building to really strong questions. I also think it engages s’s so much they don’t judge-they are thinking! #globaledchat
Q4. How do you incorporate students’ questions into the learning process? How do student-generated questions differ from questions posed by teachers? #globaledchat
A3 by creating an environment that allows for failure and actually allows students to get excited about failing keeps them coming back for more #globaledchat
A3. Experiential learning and teaching is something that keeps the student engaged ; the 5Ws and How is something I keep throwing back at the children displaying my own curiosity...that they model as well. #Globaledchat
I’m an English teacher. My whole curriculum is surrounding how to clarify ideas and expand knowledge. I focus on an organic approach and try to get students to create their own thought provoking questions. #globaledchat
A3: I'm trying to encourage student curiosity by simply exposing them to more of the world. Watch/read the news, share stories, explore other perspectives. The more they are exposed to, the more it may spark their curiosity in something. #globaledchat
A4 flexibility is key. Some of my best lessons start off with students asking some very cool questions and off we go down that rabbit hole! #globaledchat
A4: My own questions only reflect my own knowledge- Ss' questions reflect a roomful of knowledge and curiosity. Prioritizing questions as part of QFT helps them see the value of all questions, but also to focus on what's most useful at the time to answer. #globaledchat
A4: I hear “Why are we doing this?” much more from students than from teachers. I kind of wish it were the other way around. Students crave relevance, and their questions reflect that. #globaledchat
A4: S generated Qs allow for true authentic learning that's meaningful to Ss. Great for guiding instruction, refining it, or simply letting them explore & use what they have learned in #geniushour. #GlobalEdChat
A4: Student generated questions have led to PBL projects, service projects, class discussions, and additions to units. They have caused me to read new books and articles and share that learning. #globaledchat
A4 Incorporating student questions as Need to Knows in PBL is a great way to connect their thinking to deeper learning and teacher questions which are often "Essential Questions". Teaching Is Establishing The Need To Know - TeachThought PD https://t.co/IgeaHPYzwM#GlobalEdChat
Oh, yes, yes! Collaborating with others affords us so many opportunities to learn about nuances we might not even consider...which leads to more curiosity. #GlobalEdChat
I love allowing Ss to build wonder boxes and they continue to add all their wondering to it. There is a beautiful book called A Wise Woman and Her Secrets I love to read before we build boxes. #globaledchat
A4) We often hear from educators who have facilitated the QFT in their classrooms, that students take more ownership over their learning when they generate questions #Globaledchat
A4: Use them as facilitating questions. Resist answering & redirect so they can seek answers & more Qs from each other. Help them refine & dig deeper #globaledchat
#globaledchat . A4. Unfortunately, too often teachers pose questions that they, the teachers, already know the answers to. Therefore, their expectations, either consciously or unconsciously, lean toward one "ideal" answer from students.
A4 This is tough in world language... I think it starts in asking either/or/neither questions instead of just yes/no. Still achievable, but opening the door for student voice more every day #globaledchat
A4) My curriculum is all about teaching students how to generate and answer their own thought provoking questions. It helps them take ownership of their education #globaledchat
Q4. How do you incorporate students’ questions into the learning process? How do student-generated questions differ from questions posed by teachers? #globaledchat
A4. Student questions drive the learning and research done. They set the path. By being from the students they have ownership over the content and process. #globaledchat
A4) We often hear from educators who have facilitated the QFT in their classrooms, that students take more ownership over their learning when they generate questions #Globaledchat
#globaledchat . A4. Unfortunately, too often teachers pose questions that they, the teachers, already know the answers to. Therefore, their expectations, either consciously or unconsciously, lean toward one "ideal" answer from students.
A4) We often hear from educators who have facilitated the QFT in their classrooms, that students take more ownership over their learning when they generate questions #Globaledchat
A4-My favorite way to get student driven inquiry is from Philosophy 4 Children (P4C), called Plain Vanilla. Every S writes their Q on board, all Ss get 2 votes for fav Q. Q with most votes becomes student discussion starter. #globaledchat
A4 In the past, I've used student generated Qs when they've done their own "action research" projects. Differences are that they are more authentic, student-owned, often more interesting to Ss & my role has been to facilitate more focused Qs #globaledchat
A4: I've ended up learning new things alongside my students based on their questions. So much more fun than asking questions I already know the answers to and waiting for students to answer them #globaledchat
We just started Pt 1, but definitely some memorable topics in Pt 2! Highlights for my knowledge so far were the history of giant squid attacks, exploring the occupation of an import/export official, and tracking crime in the community #globaledchat
A5 When they truly examine the content/context, reflect and question they are no longer just consumers of content. They become creators and makers who challenge the status quo to become better #globaledchat
A5. Jumping in late. Kindergarten teacher Hawaii. The little ones continually ask questions and we can connect those questions to our community, our island or the world. They want to know it all. #globaledchat
A5 If we allow them to question us and ideas then they can question a lot of other ideas and authority figures. I just feel this is so important in our present global climate. #globaledchat
Q4. How do you incorporate students’ questions into the learning process? How do student-generated questions differ from questions posed by teachers? #globaledchat
A5 If the Qs are a part of inquiry driven learning, Ss will analyze sources from multiple perspectives, both key elements & skill-building for a globally informed & engaged citizen #globaledchat
A5: Those questions they ask often lead to bigger problems in society. That then can lead to students working to solve those problems through service projects, social justice initiatives or sharing their learning with a larger audience = global citizen!! #globaledchat
A5) Hopefully their curiosity will flow over and they will become curious about other cultures and want learn about other people before judging them #globaledchat
A4.So we create question banks and pick up discuss answers what I can't answer because I am not "miss know it all " I tell them I'll get back to you and next day we start with that very question...sometimes Ss themselves provide the answers. #Globaledchat
A5: Asking questions and being curious tunes you into the world around you. Asking Qs can also cause Ss to wonder how to solve problems...and the beauty of ownership will cause them to find solutions. #globaledchat
A5 - Questions lead to more questions and as students find their answers, it expands their world. As they more deeply explore their world, they will seek to solve problems that they find. #GlobalEdChat
A5 The world and the way it works is an infinite flow of questions, how might we facilitate to leverage that into deeper engagement and less siloed thinking? #globaledchat
A5. Students questions are the key to them becoming a global citizen. Curiosity triggers their research possibly providing a motivation for active engagement. #globaledchat
I used @RightQuestion QFT today at the start of the semester to help Ss develop curiosity about class goals & principles and to guide their discussion of syllabus. #GlobalEdChat
A5: after building their inquiry skills introduce them to the #GlobalGoals. Let them ask questions. See where it goes! The key is making the list RELEVANT to students when you introduce it. https://t.co/IsNCqogzUT#globaledchat
A5 questioning develops critical thinking and exposes students to different perspectives. Teachers need to be purposeful in having these learning spaces. #globaledchat
We agree, @anichols32! We like to say that the skill of asking questions helps Ss move from ignorance as weakness to ignorance as opportunity. #Globaledchat
A5 When they truly examine the content/context, reflect and question they are no longer just consumers of content. They become creators and makers who challenge the status quo to become better #globaledchat
A5. If they ask questions continuously the contexts get established in their minds especially for social sciences ..they need to give evidence of the facts &to prove their Point of view they need to show they are adequately informed..it helps in perspective building #Globaledchat
#globaledchat A5: Ss w/strong Qing skills also develop empathy. Empathy leads to deeper Qing of your user inspiration to pursue problem solving far beyond classroom issues.
A5: Curosity sparks the questions that lead students to action. What is most fascinating to me is their natural comfort with change. We need to get out of their way and let them engage in their learning! #globaledchat
A5: Engagement and self-efficacy are a result of honoring questions. More opportunities to ask questions leads to more involved questions, and when Ss view themselves as agents of inquiry, they WANT to pursue the big questions. Validation is key! #globaledchat
#globaledchat A5: I'm seeing this now in Fri. night course (yes, HS) I teach called @Snowden Ss read his tweets, generate questions on a topic (last week, Iran protests) research for an hour, present for 4 min. They learned a TON. (So did I!) But it's ALL S-generated Qs.
#GlobalEdChat A4: it's become more natural to guide learners by asking what they'd like to learn about a particular topic, i.e. nature, and then ask, "what might be the best way for us to learn about nature?" Qs then follow organically
A5: What is also needed here is exposure to a diversity of info & topics. Can't ask Qs about that which they do not have any knowledge of at all! #globaledchat
Yessss! The self-efficacy is huge. Few things are stronger motivation to learn. It also helps bring students into the school environment. Gives the “why” behind learning. #GlobalEdChat
A6 Pam Hook's work on SOLO taxonomy is awesome for helping students develop deep questions. And it's online...and it's free. Happy days all round. #globaledchat
A6: I would love SCHOOLS and TEACHERS to be that resource. If we are asking big questions that we don’t have the answers to, I bet students will, too. @belathram has six great q’s to start: https://t.co/hhQruxV9Gl#globaledchat
I think a big responsibility is on the teachers in the younger grades to always celebrate any question. The kids are a huge resource and we can form those Q’s as we guide them in figuring out answers. They stop asking Q’s when we stop honoring their questions. #globaledchat
A6.We help them and let them create their own research question...the process allows them to continue asking general and then more specific and open ended questions...so the question base and the inquiry in the mind is a constant #Globaledchat
#globaledchat A6: They don't need to be taught how to ask Qs. They need to remember. They were born asking Qs. They need to be allowed and encouraged. The whole problem is that Ts think we need "teach" everything. ALLOW the S to ask, explore, and learn. Facilitate the process.
A6 Here are a few ideas...there's even one called the QFT by these folks at @RightQuestion. Maybe you've heard of them?
7 Strategies To Help Students Ask Great Questions - TeachThought PD https://t.co/KFgY4zvpcg#GlobalEdChat
A6 In world language, for interpretive listening/reading, asking students to use a graphic organizer, starting with categories I've imposed and then moving farther... this has worked well for me to foster critical inquiry. #globaledchat
Agreed. The English learners I teach definitely need modeling and practice in order to frame the questions they naturally have, but often don't know how to express. #globaledchat
Curiosity is important for T & L because it generates a culture of fostering interests, personal investment, and increases knowledge retention. Curiosity captures a SS attention, sustains it, and increases the questioning cyclone within them. #GlobalEdChat
No slight at all I am sure is received by any peeps in #dtk12chat We are all about #strengthinNumbers We all carry the mantle in so many varied yet amazing ways #GlobalEdChat
In reply to
@fmargret, @WickedDecent, @lndeutsch, @GHSTEAMchic
A7: When I taught #GIS l, Ss would identify a natural disaster they were curious about, look for global patterns & make predictions about the likelihood of a disaster & whether or not that community would be prepared and how! #globaledchat
A6-I love using the WRAITEC model. It’s also known as The Good Thinker’s Toolkit. It represents our natural process of deeper wonder and thinking! #globaledchathttps://t.co/CkvWeEJUZo’s-Tool-Kit-2.0.pdf
A7 The albatross simulation, which is about assumptions & cross-cultural learning always leads to a lot of Qs when Ss discover their assumptions are wrong https://t.co/vK9WrmkTAT#globaledchat
A7 We liked the global potential and scope of this project done by one of our PBL partner schools a couple years ago.
Spotlight: Student Work In Project Based Learning - TeachThought PD https://t.co/StJCZQrudn#GlobalEdChat
I teach grade 1 and 2 English Language learners alongside another teacher. Modeling how to ask questions and giving examples goes a long way in getting them to share their own questions. We teachers need to be patient as Ss learn how to do this. #globaledchat
A2: Honoring SS questions throughout the learning process builds their investment in their own learning, displays a value for their interests, and develops a richer P21 experience of developing the 4Cs. We are truly developing their future college/career skills. #globaledchat
A7 I know of students research weather patterns. They are learning from students from all over the world through asking questions and sharing information. I’m excited to see the outcomes. #GlobalEdChat
It was a pleasure learning with you! Visit https://t.co/ZDKIBW8Gdw to continue the conversation and learn how educators are using the Question Formulation Technique and students’ questions to facilitate curiosity, activate civic engagement, and deepen learning. #globaledchat#QFT
A6- I love using the WRAITEC model from p4c. It is also known as The Good Thinkers Toolkit. It represent our natural process of wonder and thinking. #globaledchat
Thank you all for your great insights! We also encourage you to check out the videos that show the #QFT being used across grade levels and subjects to spark even more lesson ideas #Globaledchathttps://t.co/smtjyxKZAf
#globaledchat A7 See below. This is actually a "performance" course. I'm evaluating their presentation: speech, eye contact, volume, delivery. Actually other Ss are doing the evaluating. I'm just organizing the Google Docs. Ultimately grade comes from growth in org./delivery
#globaledchat A5: I'm seeing this now in Fri. night course (yes, HS) I teach called @Snowden Ss read his tweets, generate questions on a topic (last week, Iran protests) research for an hour, present for 4 min. They learned a TON. (So did I!) But it's ALL S-generated Qs.
A7) I have developed a #PL resource that encourages students to explore @GlobalGoals #5. The cool part is different classrooms will create projects on how they are being impacted uniquely. https://t.co/85HcM1guyN#globaledchat
I totally forgot to introduce myself. My name is Jazmine & I serve the minds of scholars in Atlanta, Ga. An interesting ? that I have been asked this week is: How would you restructure PDs to increase teacher retention and further develop teacher advocacy? #globaledchat
