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ERIC Number: ED361336
Record Type: Non-Journal
Publication Date: 1993-Aug
Pages: 12
Abstractor: N/A
Reference Count: N/A
Tearing Down Walls To Promote Student-Generated Questions.
Supon, Viola; Wolf, Pat
Despite nearly universal agreement that students need to do more, think more, and be more active in the classroom, most classrooms are still firmly teacher centered. While teachers use various questioning strategies to develop and enhance critical thinking, historically they are the generators of the questioning process. Thus, many students are never taught the skills for generating their own questions. This paper examines the factors which prevent teachers from allowing students to develop these skills and provides a framework for discussing five major walls that need conceptual blockbusting for student-generated questioning to occur in classrooms: (1) lack of understanding of taxonomies; (2) time constraints; (3) teachers' fears; (4) content coverage needs; and (5) improper modeling. Suggestions for demolishing these walls require teachers to acquire knowledge to teach the taxonomy (Bloom's Taxonomy is described as an excellent instructional tool); recognize that time is necessary to feel and work through fears; expose students to the curriculum by having them be owners of their own learning; and implement proper modeling by using encouragement as the most conducive teaching style. Verbs and their cognition level are presented in chart form. (Contains 20 references.) (LL)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A