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?