Shaunquetta N. Johnson
"Curiosity spawns questions
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There are various types of questions teachers and students focus on in the classroom. Two types of questions that we will refer to are assessment questions and sincere questions. Assessment questions are used to check understanding and the answer is known. In primary grades, assessment questions can be referred to as checking questions. The teacher knows the answer and checks to see if students know. Sincere questions activate wonder and ponder the possible solutions. Thus, sincere questions require further research. The teacher does not know the answer but suggests the class finds the answer. Sincere questions enable students to make connections by activating prior knowledge, generate new ideas, ask more questions, and visualize and infer to clarify confusion and find answers. Students can enhance understanding and construct meaning. Both types of questions are equally important; therefore, teachers must find a balance between the two during instruction
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Teachers must first introduce and model how to question. We can model questioning with a personal book that we are reading (student appropriate!) and sticky notes. We can model to students how we became confused, meaning was not clear, or something was intriguing and we want to learn more. Modeling for students lets them know that even adults have questions. If students observe the teacher asking questions for more information and clarity, in turn students will replicate the teacher's actions and realize they can generate questions too
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There are two types of questions students can utilize to organize thoughts and information, thick and thin questions. Thick questions are global questions used to address large universal concepts and typically begin with: how come?, why?, and I wonder? The answer(s) to thick questions are often long and require further research and discussion. Thick questions align with asking sincere questions. Thin questions are smaller clarification questions. Thin questions are utilized to clarify confusion, understand concepts, and access objective content. The answer to thin questions is short and may only require a yes or no
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Lastly, teachers need to communicate to students that some questions may not need an answer. Questions without a definite answer lead to inferential thinking. There are questions that guide to inferring and relying on interpretation. Students may have differing opinions or explanations to questions that prompt inferring. Inferring stirs students to open their minds, view information in a new way, and deepen meaning to result in an inspiring conversation. Thus, research will commence and there may be more questions asked than answered definitively. Students become more willing to take risks in asking questions through inferring and interpreting information guided by research
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