1. Chapter 3

3.  Curiosity  Playfulness  Imagination  Creativity  Wonderment  Wisdom  Inventiveness  Vitality  Sensitivity  Flexibility  Humor  Joy

4.  Students apply school-learned knowledge to real-life situations  Develop skills in drawing on past knowledge and applying that to new situations

5.  Humor liberates creativity and provides high- level thinking skills, such as anticipation, finding novel relationships and visual imagery.

6.  Never allow “I can’t” as a reason for not completing work.  Encourage intrinsic motivation rather than reliance on extrinsic sources.

7.  Some psychologists believe that the ability to listen to others, to emphasize with and to understand their point of view, is one of the highest forms of intelligent behavior.

8.  Think before acting  Think before shouting out an answer  Wait your turn  Raise your hand

9.  Persistence is staying with a task and completing it.

10.  Open to continuous learning  Responding with wonderment and awe  Striving for accuracy  Taking responsible risks  Communicating with clarity and precision  Metacognition  Flexibility  Thinking interdependently  Using all the senses

11.  Posing good questions that lead to more questions  Teaching for thinking  Questioning  Classifying  Comparing and contrasting  Concluding  Generalizing  Inferring

13.  Give instructions  To review/remind of classroom procedures  Gather information  Discover student knowledge, interests or experiences

14.  Make curricular decisions/adjustments  Develop appreciation  Develop student thinking  Diagnose learning difficulty  Emphasize major points  Encourage students  Establish rapport  Evaluate learning  Give practice in expression  Help student in metacognition

15.  Help interpret materials  Organize materials  Drill and practice  Review  Show agreement/disagreement  Show relationships  Cause and effect

16.  Yes and no answers  Questions that begin with “What”  Never ask a questions to deliberately embarrass a student  Rhetorical questions

18.  Analytic questions  Used to analyze  In what way…  How might…  How could we…  Clarifying questions  Used to gain more information  Asking to elaborate  Demonstrates an interest in student’s condition

19.  Narrow questions  Lower level of Bloom’s  Simple answers, e.g., one word

20.  Clues  Do you remember…  Does that give you a clue?

21.  Open-ended  Higher-order  Require students to think creatively  Do you think…  Do you believe…  How do you/did you decide…

22.  Place a value on something or to take a stand.  Should…  Environmental questions  Judgments of character

23.  Gives clues to the main idea  Should America encourage clear-cutting forest?

24.  Similar to clarifying question  Why do you think… based on a cognitive questions  Prediction

25.  Informal dialogues taking place in a natural, pleasant environment.  Students are never told right answers  Encouraged to decide what they think and why  Focus on the questions, not answers  Identify a problem, let students probe with their questions

26.  Lowest level ◦ Gathering information ◦ Recall ◦ Knowledge and Comprehension  Intermediate level ◦ Processing data ◦ Application and analyzing  Highest level ◦ Synthesize and evaluate ◦ Think intuitively ◦ Hypothesize

27. Exercise 3.1

28.  Plan questions ahead of time  Vary the levels of questions  State the question, allow for wait time, call on student  Don’t talk too much ◦ Bird walking  Wait time ◦ 2-7 seconds

29.  Practice gender equity  Practice calling on all students ◦ Leap-froging  Require that students raise their hands ◦ Controls impulsivity ◦ Promotes fairness  Practice students doing both question and answer  Carefully gauge your responses to students’ answers ◦ Cultural, gender, socio-economic status  Use strong praise sparingly

31.  Recognize the problem  Formulate a question about that problem  Collect data  Arrive at a temporarily acceptable answer

32.  Help students learn the difference between asking questions that are descriptive and those that are comparative.  Encourage students to ask questions about content.  Avoid bluffing an answer to a question for which you do not have an answer.