Learning Plan Template Contents Part 5: Questioning And Feed ✓ Solved

Learning Plan Template Contents Part 5: Questioning and Feedback

Part 5: Questioning and Feedback

Two strategies to promote higher-order questioning during instruction:

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How do these strategies engage students and foster student independence?

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Two strategies for providing timely effective feedback to students regarding their ongoing progress:

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How will you use these strategies in your future classroom?

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Two examples of digital tools and resources to promote innovation, problem-solving, and creativity:

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How do these strategies promote innovation, problem solving, and creativity with the goal of increasing student engagement?

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Reflection

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Paper For Above Instructions

In contemporary education, engaging students through higher-order questioning and providing effective feedback are essential strategies that foster independent learning and critical thinking. This paper discusses two strategies for promoting higher-order questioning, as well as two methods for delivering timely feedback. Additionally, it will explore digital tools that can enhance innovation, problem-solving skills, and creativity in the classroom.

Strategies for Higher-Order Questioning

The first strategy to promote higher-order questioning is the use of open-ended questions that require students to analyze, evaluate, and create. For instance, asking students "How would you compare and contrast two historical events?" encourages them to think critically and draw connections beyond mere recall of facts. This type of questioning not only engages students but also promotes independence as they take ownership of their learning through exploration and synthesis of ideas. Research by Anderson and Krathwohl (2001) suggests that questioning at higher cognitive levels leads to deeper understanding and retention of material, ultimately fostering a more engaging learning experience.

The second strategy is the implementation of think-pair-share activities, which allows students to ponder a question, discuss their thoughts with a partner, and then share their insights with the wider class. This approach promotes active engagement and encourages students to articulate their reasoning, as outlined by Johnson et al. (2014). Engaging in dialogue helps students refine their thinking and improves their communication skills, ultimately fostering a community of learners who support and challenge each other.

Providing Timely and Effective Feedback

In terms of providing feedback, one effective strategy is to use formative assessments that yield quick results, such as exit tickets or peer assessments. These tools allow educators to gather insights on student understanding and tailor their instruction accordingly. According to Hattie and Timperley (2007), timely feedback is critical in guiding student learning and promoting a growth mindset. By providing students with specific, actionable feedback soon after their performance, educators can help them identify strengths and areas for improvement, bolstering their motivation and self-efficacy.

Another strategy is implementing digital platforms that facilitate ongoing feedback. Tools like Google Classroom or Edmodo allow for real-time communication between teachers and students, enabling timely feedback on assignments and projects. This immediacy not only enhances student understanding but encourages continuous improvement. As Nicol and Macfarlane-Dick (2006) point out, effective feedback involves more than just grades; it encompasses guidance that helps students understand their learning progress and how to improve.

Digital Tools to Promote Innovation and Problem Solving

Incorporating digital tools into the classroom is essential for promoting innovation and problem-solving capabilities. One such tool is Padlet, which allows students to collaborate and brainstorm in real-time. By using this interactive platform, students can share ideas and resources, fostering creativity and group problem-solving. The collaborative nature of Padlet encourages students to engage with diverse perspectives, enhancing their critical thinking skills (Hwang & Chang, 2011).

Another beneficial resource is coding platforms like Scratch or Tynker, which engage students in project-based learning through programming. These platforms not only encourage creativity but also teach essential skills in problem-solving and logical reasoning. As students create their own interactive stories or games, they must navigate challenges and think critically about how to troubleshoot problems, thereby enhancing their engagement and independence in the learning process (Grover & Pea, 2013).

Conclusion

Overall, integrating strategies for higher-order questioning, providing timely feedback, and utilizing digital tools can significantly impact student independence and engagement in the classroom. By fostering an environment where students are encouraged to think critically, receive constructive feedback, and collaborate with peers, educators can empower students to become lifelong learners equipped with the skills necessary for success in an ever-changing world.

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
• Grover, S., & Pea, R. (2013). Literacy in a programmable world: The role of programming in education. Communications of the ACM, 56(8), 28-30.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Hwang, G. J., & Chang, C. Y. (2011). Effects of an enhanced blended learning model on students' creative thinking and problem-solving skills. Educational Technology & Society, 14(4), 217-226.
• Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2014). Cooperation in the classroom (10th ed.). Boston: Allyn and Bacon.
• Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
• Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
• Hattie, J. (2012). Visible Learning for Mathematics, Grades K-12. New York: Routledge.
• Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policies, and Practices, 5(1), 7-74.
• Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.