WHY ASK? QUESTIONING STRATEGIES IN THE CLASSROOM

Again, our ultimate goal is to help out students become independent learners. Chapter 5 explores how integrating effective questioning strategies in the classroom helps teachers accomplish this goal. Unfortunately, our students frequently fail to understand the relevance of what they are learning. I can remember asking myself several times, “I am never going to use this. Why do I need to learn it?” Students today are still asking themselves these same questions. If we do not ensure our students understand the purpose behind everything in the classroom, they are very unlikely to retain the information for future use. So many times, I hear students leaving classrooms saying, “That was a waste of my time. I should have just stayed home today or skipped that class. S/he didn’t teach me anything I needed to learn.” As educators, I feel we must change this mentality. Our students should be leaving the classroom saying, “I am so glad I came to school today. I cannot wait for class tomorrow.”

For our students to be successful inside and outside of the classroom, we must arm them with the necessary strategies to become independent learners. Whether our students go to college, choose to be stay-at-home moms, or work at McDonald’s, they need to possess higher-order thinking (HOT) skills. For example, when choosing which presidential candidate to vote for in the upcoming election, we must use our knowledge of the individuals and their platforms to analyze how each one would represent our country. If necessary, we should be able to convince others of why our choice is the best candidate. Therefore, it is imperative we engage our students in activities that allow them to practice and develop these critical HOT skills. 

In addition to helping them become effective readers, writers, listeners, and speakers, we must also help them become aware of their own metacognition by self-reflecting on their own experiences. Building on the theory of constructivism, I strongly prefer to create my own knowledge versus having the teacher explicitly tell me the information. I do not want my students constantly feeling like they are struggling to come up with the answer the teacher wants, particularly when there are multiple approaches to answering a question. For example, I tend to learn more when teachers require me to “unpack” a question they have posed. I also think it is more effective when teachers do not immediately acknowledge a correct response. Taking a more facilitating role, teachers can ask other students whether they agree or disagree with the response, further contributing to the development of HOT skills within the classroom. For example, I tend to be an active participant in class, but I know I am not always right. I can remember several of my teachers posing questions to the class and I being the first one to respond. Most of my teachers have simply acknowledged my answer was correct and moved on. By promoting an environment where students can agree and disagree, students are learning to evaluate their peers’ responses and provide a rationale for doing so. I also know all minds do not process information as the same pace, making wait time a critical component of every classroom. Unfortunately, teachers already feel like they do not have enough time in the day to cover all of the required objectives. Allowing students the time to “unpack” questions is not always viewed as a necessity. However, teachers should recognize the long-term benefits of helping them develop their critical thinking skills. Not allowing our students time to process questions also discourages them from even attempting in future situations. 

In the end, students must realize there is not always going to be a teacher around to give them the correct answer. They must learn to ask themselves questions and seek out resources for the answers. These resources may include using the text, their own prior knowledge, their peers, or various others sources. For these reasons, the various strategies mentioned in the book can help students practice using the difference sources of information. Again, it is critical students understand the purpose of the task, and it should be more than doing well on the upcoming test.  

Questions:

1)      What is an effective way to engage all students in the question-asking process in a classroom? I mean, we all have questions, but sometimes we are too shy or too scared to ask because we think others will think our question is irrelevant.

2)      To what extent are these strategies really being taught to students today? My daughter, Jade, a third grader, struggles to comprehend what she reads. After learning about these strategies in Dr. Boyce’s class last semester, I started modeling them for her when I read to her each night. When visiting her classroom and school, I asked the teacher what strategies were taught in the classroom. She explained that the students were merely taught to look back in the text and use their prior knowledge. In all of my clinical and volunteer experiences over the last three years, I have never witnessed any of the strategies explicitly being taught or used in the classroom. I have seen different components such as previewing the text or looking back for the answers to literal questions.

Getting It Down: Making and Taking Notes Across the Curriculum

As a future special education teacher (maybe), I have learned the importance of implementing a universal design for learning (UDL), specifically differentiated instruction. Therefore, I feel note-taking/note making is a potentially debatable topic. During my first semester at USM, I spent fifty minutes, three days a week, taking notes for one of my history courses, making my fingers feel like they were going to fall off at the end of the class from excessive writing. Since the professor’s PowerPoint had only keywords (mainly to remind her of what she needed to lecture about), I felt like I needed to write down everything she said because the exams required us to write well-developed essays. Moreover, the course was a lot about analyzing “how did A cause B,” adding to the need for me to have narrative-type notes. For the most part, I was able to scribble down everything she said throughout the lectures as well as perform well on the tests; however, I do not recall learning anything in the class because the information was only temporarily stored in my short-term memory. Like so many other college students, I reviewed the notes multiple times, striving to memorize all of the information so I could write cohesive essays, incorporating all of the numerous facts about each historical war, person, etc. The class had no discussion, no kinesthetic learning (bringing in real documents, videos, audio files, etc.). Despite having 200+ students in the class, the instruction was clearly not differentiated in any way. Regardless of the class/course or age of the students, I know rote memorization of the notes or teaching to the test is definitely not the most effective approach.

Fortunately, I met one of my classmates who introduced me to the greatest note-taking/note-making device of all times. After a quick trip to Best Buy, my LiveScribe pen became my new best friend. Not only does the pen record everything as I write, I can replay anything by simply tapping the ink on the page. My second history course was a totally new experience. I was no longer a lecture transcriber. I was able to sit back and actually listen to the lecture, and learn about history without trying to write down everything she said because everything was important. There was no need to try and decipher the important parts from the unimportant. After taking a seat, I would simply tap the record button, write the date at the top, and periodically write each key word as she started discussing it. Downloading the lecture to my IPod, I was able to listen to the lecture while I worked out, drove to school, sat a ball practice, etc. Being able to listen to the professor’s narrative allowed me to develop a deeper level of understanding versus merely memorizing my notes. It also prevented me from having a gap in my comprehension because I did not write down a key statement or phrase that connected two pieces of information. The pen also allowed me to slow down the speed of the lecture, particularly helpful because the history professor spoke extremely fast. Simply, my notes went from extremely detailed to only the key words. While some students may need to see the words on paper, I learn best when I am able to hear the information in its entirety. On the other hand, as I am replaying the lectures, I have sometimes found myself making more notes under the originally written keywords in my LiveScribe notebook.

Surprisingly, I have seldom used the pen in my various courses at USM. I feel if the professor effectively differentiates instruction and provides multiple avenues for learning (visual, auditory, kinesthetic, etc.) I am able to learn, and retain, the information, reducing the need to review or memorize information. Again, I am reminded of the student I tutored this summer. In an attempt to teach her the meaning of different vocabulary words, the professor preferred we use strategies such as concept cards. While these may indeed be effective, I found it much more beneficial when I “thought of ways outside of the box” to teach her the vocabulary. To teach her the meaning of the word curious, we read it in the story and used context clues followed by looking it up in the dictionary. I also brought a surprise for her in a brown bag and asked her if she was curious about what was inside. I also used the word several times through the lesson as well as future lessons. She also learned the definition of the word binoculars. In addition to the same activities we used with curious, I brought in a real pair of binoculars and allowed her to use them to see smaller items throughout the classroom. On the contrary, if I would have simply told her the definitions and expected her to memorize them, there is little chance she might retain the knowledge over a longer period of time.

Simply, I am not a huge fan of spending valuable instruction time having my students take notes that the majority of them are not ever going to review the information. I believe it is my job to ensure my students are involved in activities that allow them to actively construct their own knowledge. For example, Dr. Bishop could have just told us to take notes on how well-known board games can be used to teach students content area material. Instead, by allowing us to play the games in class and discuss the benefits, I know I will remember this strategy throughout my career. My ultimate goal is to help my students become independent learners. I do recognize there are some situations in life in which note-taking/note-making are necessary such as when conducting research and recording information in a meeting or interview. Therefore, as mentioned in the text, we should provide our students with the opportunity to learn how to take/make notes in these real-life situations.

During my clinical on Tuesdays, the math teacher spends a large portion of her class having the students take notes on the different procedures and rules. When I asked her about whether the students actually use these graphic organizers to study, she reassured me that the majority of them only look at them when she instructs them to use it for class activities or when she tells them they can use it on their tests. I wonder if there would not be more effective ways to spend class time that would engage the students in activities that allow them to acquire the same knowledge that is presented in the graphic organizer. Possibly, the students could add to a running log of notes as they construct their own knowledge from problem solving activities.

In the end, teaching students how to take/make notes may be beneficial; however, I think teachers should focus more on providing students with authentic learning opportunities. For example, I have always greatly appreciated it when my professors provided me with PowerPoints versus requiring me to write down the information. I prefer to list attentively to the professor, engaging in a mental conversation and synthesizing the information into my long-term memory. When I had to write everything down (prior to my LiveScribe pen), I focused more on writing and less on comprehending the information which created more gaps in my understanding. This is obviously not the purpose behind note taking/making. 

Questions:

          1) It is 2012 and the era of technology. While I am not surprised that many students do not review their notes (well, they may use them to cram 15 minutes before the test), do you think using technology such as the LiveScribe pen among other resources is a better approach to the traditional pencil and paper note taking/making?

  

      2) Like so many others, I am a hands-on learner as well as an auditory learner. I need to hear and discuss things multiple times before I understand it. I always hear teachers talk how some concepts etc. can only be taught by lecturing and taking notes. I strongly disagree. Furthermore, students, specifically those with disabilities, have a variety of learning styles and abilities too. When my students go home and their parents ask them what they did today, I want each of them to respond with more than, “Oh, we just took notes!” I want my students to be anxious to tell their parents what they did and learned about in the class. Therefore, over the course of K-12, how much time should students spend taking/making notes so they will be prepared for the collegiate level courses that require excessive note-taking (like my history courses)? Also, could these collegiate courses not further differentiate instruction so I do not feel like I am only trying to pass the course but also trying to learn something?