by Terry Heick
Do the students ask yourself while teaching? Questions can earn and support their thinking and awareness before, at your time and after your teaching?
Of course, this thinks that ‘teaching’ traditional lesson ‘for the purpose of reading or target. If not, this may not be very helpful. This also lists that, like many people I have done, they can get a long time. Somehow, this applies something like this Kwl chart. The vision here, but under the decrease before or after a lesson, but has no useful questions to direct the reader to be able to expect.
A couple of startup tips:
There is a way, too many questions here to be installed with integramy as it is. Cherry – Select which of these helpful and added some to think that can be helpful.
You will need to use the students you teach. I will not just give it to the students and hope they ‘find it.’
You may consider the anointing or hungering for the beginning of the year to get Pay-off after year
You can also look to distinguish some questions from certain interviews from time to time based on what you think may help
You might take a closer look at the answers or think – aloud to learn how to use them and why
Make questions work for your students and not any other way around
Have students who receive you “as soon as possible than others share some of their answers so that students can benefit from the false” friend “
75 Student Questions Can Tell Himself Before, at a time, and thereafter Instruction
Before teaching and learning
1. What is the study?
What is the title? Now, what exactly is studying in that article?
Looks like what the teacher wants us to focus on? What emphasize them?
Is this a thought, skills, or skill? Else? Specified, as a skill, or uncertain as a sense or opinion?
Is this a review that we have learned, to extend the previous reading, or a new learning?
2. What seems to be very important about what is being read?
When you start to look, what is the ‘greatest idea’ of what is read?
What does the teacher clearly important? What is said important?
What about this can help me to grow as a person?
If I read only one thing in this lesson, what should it be?
3. What do I know and don’t know about this?
How is what the Bible comes to do what I know?
What are some of the “material ‘(content areas, real thinking and true secular activities, etc.) Is this connected?
Where did I see this or something like before (inside and / or without class)?
What do some seem to know about this or ‘things’ like them?
4. Why is this important?
Why is reading this important?
What is the value of me as a person?
How do some use this to “the Real Earth” and how can that change how I draw close to the study or work?
How do I think how can I use this in my daily life?
5. What is my role in learning this?
What do I need to be prepared (knowledge, vocab, materials, schedule, etc.)? What resources will be available to me?
What is the mindset that will best for me?
How can I use my power to learn this?
What do I need to do to read this? What happens if I’m not right?
During teaching and learning?
1. What’s up?
What’s going well?
What can you understand?
What is a lovely?
What is surprising?
2. What seems to be most important?
What is emphasized?
SNCC: What is simpler? What’s new? What is confusing? What is complex?
How can I distinguish ‘new,’ confusing, ‘and what is actually’ complex ‘and unplugred?
How can I think of what is learned to show management or advanced?
3. What do I do to help me learn?
What questions do I have?
How can I write the questions and / or the most important ideas of future reference? Negative notes? Coins Notes? I can How to take Cornell Notes? Record a sound? Simply ‘to mind’ and ‘do work’?
When you read this, what do some do (anything else that have done in the past)?
What ‘things’ should I ‘do’ or make me help me to learn?
4. What is my mind doing?
How does it help me or can it be better to help me? What is my attention as I read?
Where do I need curiosity? Self-discipline? Enthusiasm? Patience? The mind is open?
What is my mind-has changed since the beginning of the study?
What do I think or feel about how it affects my reading?
5. What is connected to this?
What does this remind me of? Where do some use this in real world?
What patterns do I see?
What do I learn before I helped me to learn this and think about what could I do or should be ‘teaching’ next?
What do some who seem to learn?
After teaching and learning
1. How did that do that?
What was the most interesting?
What do I read? Then I felt like I learned what lesson was designed to learn? If not, what do I read?
Whats I Miss Me ‘How Do I Affect me (In the Client and Death)?
Do I need help ‘why? Who can I talk to the lesson to review important ideas or clarify misunderstandings?
2. What seems to be very important about what you have learned?
What seems less important and what looks important about what you have learned? Or is this thing where the reading has no clear position?
After the lesson, what seems more important than things seemed before and during the study? How and why?
What is not important to ‘about what is reading and what is the relation to what is’ the most important’?
How does my life change the importance of what is read (and any existing festival)?
3. What should I do with what I have learned and how should I respond to what I was learning?
What should I do with what I have learned?
Who should tell ‘or share this?
Who would take care and / or benefit greatly?
What will I be able to do with this?
4. Based on what we have learned today, what can we learn tomorrow?
Where do we read the ‘Heating’?
When we learned things like that before, what happened next?
What can I learn about this tomorrow for help? By myself?
What is a person who knows what is best for me ‘read next’?
5. How have I been changed by what I have learned?
How do I feel about this content? You’re interested? Eagerly? Want to know? Bored? To ignore?
What is different about me? Something new I know? Something new what can I do? Is this a little change or a new way of seeing things? If the change seems to be useful for me or as ‘good,’ what can I do to continue, extend, or deeper or change that change?
What else can I learn this – perhaps better?
How can I think of this reading in 40 days? 40 weeks? 40 months? 40 years?
Founder and Director of Taught