What am I Curious About?: After a science experiment, biographical read aloud, field trips, arts presentation or any other activity at school, pass out post-it notes so students can quickly write something that they are curious about. The wondering needs to be on task and the post-its can be arranged by similar ideas or sole idea. What they wrote can be discussed and ways of finding out more can be planned.
Q Cards: Create a series or cards and keep together as a set. Pull out the Q cards to lead a whole class questioning mini-lesson, during guided reading or math time or with individual students to have them take some time to question, ponder, and wonder. Q card questions include - How? Are there? I wonder when? If it were possible? Why are? How could it? If? Do you? What would it take to? Where did? Would you rather? Why is? I'm wondering if? What is it that? What is your opinion about? ls it right to? Can? Who could? When is? What could happen if? Why is it that? How can? When is it? The students can and should add more question cards to their set.
Yes And ... Cards: As one student to make a declaration of something the class has been learning about (for example, "The Magic Tree House book series, which is the best for fourth graders!") Select five students to stand next to the student who made the declaration and give each one a card. Each student must connect to the original statement by reading their card and adding to it. The cards are: 1. Yes and... 2. Yes, but... 3. No... 4. What if... 5. How come?
10 Great Questions: Place an object that connects to a book experiment, historic person or event into a bag. Explain to students that you can only answer Yes and No, but they will have to figure out what is in the ag. They will develop 10 question in order to figure out what the object is. With practice, the students will craft more effective questions.
Mountains and Mud: After a complex lesson, or a lesson with lots of dense information, ask students to create a quick drawing. First they will draw mountains. he mountains should be drawn with a black pen or marker. Then students should write what they understand and know best about the lesson using red marker or pen. Then they must use a brown marker to draw mud. With a blue pen or marker, students should write what remains unclear or information they are unsure of. The can write what they are "muddy" about right above the mud in their picture. The Mountain and Mud cards can be dropped into a basket, so a teacher can utilize the information provided by student to drive instruction.
Q Cards: Create a series or cards and keep together as a set. Pull out the Q cards to lead a whole class questioning mini-lesson, during guided reading or math time or with individual students to have them take some time to question, ponder, and wonder. Q card questions include - How? Are there? I wonder when? If it were possible? Why are? How could it? If? Do you? What would it take to? Where did? Would you rather? Why is? I'm wondering if? What is it that? What is your opinion about? ls it right to? Can? Who could? When is? What could happen if? Why is it that? How can? When is it? The students can and should add more question cards to their set.
Yes And ... Cards: As one student to make a declaration of something the class has been learning about (for example, "The Magic Tree House book series, which is the best for fourth graders!") Select five students to stand next to the student who made the declaration and give each one a card. Each student must connect to the original statement by reading their card and adding to it. The cards are: 1. Yes and... 2. Yes, but... 3. No... 4. What if... 5. How come?
10 Great Questions: Place an object that connects to a book experiment, historic person or event into a bag. Explain to students that you can only answer Yes and No, but they will have to figure out what is in the ag. They will develop 10 question in order to figure out what the object is. With practice, the students will craft more effective questions.
Mountains and Mud: After a complex lesson, or a lesson with lots of dense information, ask students to create a quick drawing. First they will draw mountains. he mountains should be drawn with a black pen or marker. Then students should write what they understand and know best about the lesson using red marker or pen. Then they must use a brown marker to draw mud. With a blue pen or marker, students should write what remains unclear or information they are unsure of. The can write what they are "muddy" about right above the mud in their picture. The Mountain and Mud cards can be dropped into a basket, so a teacher can utilize the information provided by student to drive instruction.