Reflective questioning

Now I know many of you (?) have been pondering the question I left you with in my last blog, how can the author promote a dialogue approach to learning, yet never call on students in class? This comment had me very curious to read on and hear Norris’ explanation of why she does not do this. Norris clarifies this comment when she describes the importance of setting up a learning environment for students that is built on safety and rapport. She believes that many adults would agree that the thing they most hated at school was being called on in front of the class. I agree with her that calling on students in front of the class can set students up to fail. I teach developmental education (precollege academic skills) at a community college and frequently these students are lower academically but also have confidence and self esteem issues related to academics. Therefore, there is a lot at risk for them when they are called on. Norris also adds that asking “reflection” questions (addressed to the whole class) versus “recall” questions creates a safer environment for students to create personal meaning from their learning. Here is an example of each of those: Recall question “How many servings of carbohydrates do we need each day?” Reflective question: Teacher states, how many carbohydrates we need each day and follows it with “think about your own life, what adjustments do you need to make?”  This appears to me to be very well thought out way to ask questions that I know I do not do on a regular basis with my class.  As I learn more about ways to ask open ended questions I will continue to share this with you. I would like to improve my skill in asking questions because I think it can play a key part in the learning experience for the students.

Finally, Norris claims that “research” (source not identified) tells us that people remember better and use new learning when the learner connects with it cognitively and emotionally. I wonder if my readers agree with this?

Telling to Teaching #1

Can a teacher move from the long standing tradition of telling students what they need to know, to a more effective student centered approach of actually teaching students through a dialogue approach? The book I am blogging about, “From Telling to Teaching”, by Joye A. Norris intends to give educators a “step by step workshop” that will help us transform our teaching, our learners, and ourselves. Sounds like an ambitious goal for a book that numbers only 120 pages but I am excited to explore new ways to improve my classroom effectiveness, are you ready for this journey?

I think we all know the deficits of teaching by telling. Picture a lecture hall with students sitting quietly and passively, receiving information empty vessel style-the teacher has the knowledge and fills the vessel (the student), no interaction is needed from the student. Many of you might say “hey I learned this way, painful as it was why can’t everybody else?”  Well, there is a better way to teach and I think Norris is on to something, read on.  

Norris suggests a “dialogue approach” where teachers create a learning environment where students can become emotionally and cognitively engaged in learning. Adults learn best when they are engaged versus sitting listening to a teacher talk the entire class. Students that engage in a dialogue approach, try out new skills, create personal meaning, and reflect on their learning by participating in a dialogue, a back and forth exchange between teacher, material and other students.  This dialogue approach is the foundation of Norris’ book.

Some of the key components to moving from “telling to teaching” are creating a safe learning environment for students, activating prior learning, consideration of learning styles, asking open ended questions that encourage discussion (always a challenge), in other words getting people to talk, and finally how to reinforcing learning in “substantive ways” so your students will remember and use their new learning.  In future posts I will investigate these topics and more, and I look forward to your responses.

Finally thought:  Norris begins each new class by telling her students that she will not call on them nor go around the room for responses. My response is how can she create her dialogue approach if no one talks?……...To Be Continued