1. QUESTIONS TO PROMOTE SELF-DIRECTED LEARNING SAMANTHA RONSICK AET/531 DECEMBER 8, 2014 DANENE MIMS, INSTRUCTOR

2. INTRODUCTION For the purposes of this presentation, I will present five basic questions to ask adult learners about AET/531 compared with five enhanced versions of the same questions to invoke responses that contain a depth of knowledge and encourage student dialogue. I will also provide an analysis of questioning techniques to support learning, discuss how to mitigate challenges inherent with this form of questioning, review how to connect questioning to problem-based learning, summarize why sound questioning techniques support independent learning, and finally explain how this assignment promotes self-directed learning.

3. COMPARISON OF QUESTIONS FOR ADULT LEARNERS BASIC QUESTIONS: 1.What is an example of a technology tool for educating adults? 2.What is authentic assessment? 3.Are professional learning communities different from professional learning networks? 4.What is an example of a Web 2.0 tool used in adult education? 5.What is self-directed learning? REVISED QUESTIONS: 1.What is one of the most innovative technologies for adult learning? Why? Be prepared to defend your answer. 2.Why is it important to use authentic assessment in adult education? Provide an example of an authentic assessment process that is transparent to students. 3.Provide three examples of how professional learning communities are similar and different from professional learning networks. Which type of group would you rather join, and why? 4.What are the top three Web 2.0 tools for use in adult education? How would you incorporate these tools within the classroom or training setting? 5.Provide an example of an effective teaching method to promote self-directed learning. Why is this method effective? How does it engage adult learners and what other characteristics of learning does it promote?

4. ANALYSIS OF QUESTIONING TECHNIQUES TO SUPPORT LEARNING Benefits of Using the Socratic Method to Enhance Questioning Techniques: Provides a forum for open-ended discussion Stimulates thought process, self-reasoning, and self-assessment Offers rigorous and intellectually-challenging questions to motivate adult learners Focuses on student-centered questions to promote discussion, analysis, and critical thinking Elicits in-depth responses rather than yes/no answers Encourages deeper understanding of the subject matter Promotes reasoning and disciplined thought development Challenges students to articulate their own thoughts and responses Promotes learning through a collaborative, cooperative, and stimulating environment (Paul & Elder, 2013)

5. MITIGATING CHALLENGES Promoting a comfortable and safe learning environment where students feel comfortable to express their opinions and beliefs without criticism (e.g., discourse and debates) Stimulating active participation by those students who may feel uncomfortable speaking up in class through encouragement and motivation (e.g., praise and rewards) Taking proper time and planning ahead to align higher order questioning techniques to the subject matter Encouraging students to elaborate on their responses instead of providing short answers or responses through the use of follow up questions Creating a learning environment that embraces diversity and innovative ideas, with the understanding that there are no “right” or “wrong” answers, to encourage perceptiveness and awareness of the beliefs of others There are many challenges instructors may face when implementing higher order questioning (such as use of the Socratic Method). Some important considerations for mitigating challenges include:

6. CONNECTING QUESTIONING TECHNIQUES TO PROBLEM-BASED LEARNING Problem Analysis Discussing Ideas Self-Directed Learning Brainstorming Solutions Creating a Course of Action Learner-centered approach of problem-based learning involves engaging students in asking questions and thinking about the possible solutions as the “drivers” in the learning and problem solving process Instructors must “rethink” their methods to focus on creating complex questions and scenarios that embody the key concepts to be mastered (Bellanca & Brandt, 2010). Developing questioning techniques aligned with complex problems creates authenticity in the learning process, as authentic problems don’t necessarily lend themselves to a “right” or “wrong” answer Questioning techniques aligned with problem-based learning promote investigation, analysis, critical thinking skills, drawing conclusions, and reflection for students to create a meaningful and articulate response.

7. SUPPORT FOR INDEPENDENT LEARNING Allows students with the opportunity to receive information in a new way through the collaborative learning experience through higher order questioning and relate to these concepts when completing independent tasks Critical thinking skills acquired help students to extend their knowledge learned beyond practice into application and extension of new knowledge Instructors are able to provide direction through follow-up questions to promote student understanding to guide students to apply what they have learned (i.e., problem-based learning) Instructors play the role of guide and mentor through the learning process by actively engaging students to participate within a safe learning environment so that students feel comfortable with forming new ideas to support independent learning (Bellanca & Brandt, 2010)

8. HOW THIS ASSIGNMENT PROMOTES SELF-DIRECTED LEARNING Drives independent learning to conduct research to gain a better understanding of the subject matter Challenges the student’s thought process and critical thinking skills through the creation of effective questions and determining their benefits Allows the student to develop new ideas and understand new concepts Provides opportunities for the student to access resources from the University of Phoenix Library and other learning tools Allows provisions to stimulate creativity through the use of a presentation or Web 2.0 tool Guides the learner to reflect on prior learning and knowledge gained from previous weeks of the AET/531 course

9. CONCLUSION The development and use of higher order questions to promote self-directed learning is an effective method for helping students to incorporate critical thinking skills, promoting reflection on depth of knowledge, and encouraging collaboration and discussion of ideas. By understanding the proper method of developing questioning techniques to support learning as well as ways to mitigate challenges that come with higher order questioning, instructors can help to create authentic learning experiences that connect questions to problem-based learning, independent learning, and self-directed learning.

10. REFERENCES Bellanca, J., & Brandt, R. (2010). 21st century skills: rethinking how students learn. Bloomington, IN: Solution Tree Press Microsoft Office Clip Art. (2014). [Images of learning, thinking]. Retrieved from office.com Paul, R. and Elder, L. (2013). Socratic teaching. Retrieved from http://www.criticalthinking.org/pages/socratic-teaching/606