Customize Learning with Student-Generated Guiding Questions

Autor/in	Virgin, Robb
Titel	Customize Learning with Student-Generated Guiding Questions
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 88 (2015) 3, S.96-100 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2015.1032193
Schlagwörter	Social Studies; Middle School Students; Middle School Teachers; Learner Controlled Instruction; Critical Thinking; Thinking Skills; War; United States History; Concept Formation; Case Studies; Questioning Techniques; Student Development + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Kritisches Denken; Denkfähigkeit; Krieg; Concept learning; Begriffsbildung; Case study; Fallstudie; Case Study; Befragungstechnik; Fragetechnik
Abstract	Outlined in this article is the three-year journey of a middle school social studies department that led to a shift from teacher-led units of instruction (e.g., Reconstruction) to units that used student-generated questions (e.g., What was life like for former slaves?, How did Southerners' lifestyles change?, Did the North and South cooperate?, How did they physically rebuild and pay for it?) to guide understanding of relevant core concepts (e.g., "change"). The journey was guided by the department's belief that the ideal departing student is one who understands Big Ideas so deeply that he or she is able to spark further learning across contexts by questioning and investigating. Teachers led students to achieve these outcomes by focusing on Big Ideas, researching their practice, teaching with and for questioning, and creating consistency when needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01