Module 2

Encouraging Critical Thinking Through Questions   

Chapter 2 "Ask a Series of Probing Questions"

   In Chapter 2, "Ask a Series of Probing Questions," of Rigor by Design, Not Chance: Deeper Thinking Through Actionable Instruction and Assessment, author Karin Hess discusses the importance of educating students to formulate their own questions, in lieu of teacher-led questions, to propel their unique learning path. 

    Hess begins the chapter by describing the importance of questions, stating, "Promoting self-directed learning skills, such as asking questions and using metacognition, empowers learners to transfer learning to new situations" (2023, p. 67). This is a critical part of comprehension as our brain requires meaningfulness to activate long term storage and can be encouraged by the teacher asking dialogic questions, ultimately promoting more complex thinking. Dialogic questions are described by Hess as "open-ended, philosophical, and challenging" and used to "promote discussion, critical thinking, and inquiry" (2023, p. 68). Dialogic questions can be asked in the following three ways: question sequencing, where the teacher asks for a personal reaction to the text, an interpretation of the theme, and the relation between the structure of the text and the author's message; Socratic questioning, where the students ask their peers clarification, assumption-based, and evidence-based questions; and Genius Hour, where student-generated questions are used to lead topic investigations. One strategy Hess mentions can be used to generate questions in a range of complexities is a cognitive rigor matrix template which allows the user to categorize questions based on their depth of knowledge, or DOK, and type of thinking (2023, p. 77). Questions should take into consideration background knowledge and learning connections. Finally, to ensure questions are asked continually throughout lessons, teachers can follow the Actionable Assessment Cycle. This cycle consists of 6 stages, clarifying learning targets using essential and driving questions, embedding formative tasks using strategies such as think-pair-share or word clouds, uncovering thinking using strategies such as send a question or would you rather, interpreting evidence and determining next steps using strategies such as 5-minute teacher-student writing conferences, and using performance tasks to deepen learning. 

Genius Hour

    Following the reading of Chapter 2, I chose to look further into Genius Hour. I chose to research this strategy as the chapter provided my first introduction to it in comparison to some of the other mentioned strategies which I had prior knowledge of. In addition to this, I was intrigued by the free-flowing nature of the strategy, therefore curious as to what this would potentially look like in action.

 

    Using Genius Hour Projects to Help Students Find Meaning by Vicki Davis focuses on teachers guiding middle and high school students to work together on projects of interest ultimately leading to higher achievement. Davis mentions just how different this interest-based project looked in her classroom, varying from Minecraft to album singles. Despite the vastly different nature of the projects, Davis mentions one thing that stayed consistent from group to group was the higher level of interest, commitment, and results. Davis goes on to describe the process including a verbal pitch, written pitch and project plan, implementation, presentation, and reflection. 

Connections/Disconnections

    In Using Genius Hour Projects to Help Students Find Meaning, Vicki Davis provides a look into her take on Genius Hour, a questioning strategy mentioned by Hess in "Ask a Series of Probing Questions". Hess explains that Genius Hour begins with "student-generated questions" (2023, p. 70). Hess and Davis both mention the project beginning with student-generated questions. Hess gives the initiating question example of "How can I create a video about ___?" while Davis mentions her topics are sparked by the questions "What do I want to learn?" and "How can I solve an authentic problem?" (2022). Hess and Davis also both mention the project ending with a presentation to an audience. Finally, both authors make mention of the project utilizing twenty percent of the students' time.
    While both authors mention the importance of the meaningful connections made through the project, Davis also mentions the positive impact Genius Hour has on mental health stating she has noticed her project making lives "happier and more satisfied" (2022). Davis also makes mention of time for 3 self-selected reflection periods utilizing photographs and videos whereas Hess makes no mention of a reflection period.

Conclusion

    Overall, "Ask a Series of Probing Questions" and Using Genius Hour Projects to Help Students Find Meaning have reinforced the notion I have personally always believed- student success soars when meaningful connections are made. Genius Hour is one example of a strategy I will utilize to encourage a deeper level of thinking in an engaging way. Reflecting back to the definition of rigor, a developmentally appropriate challenge which transfers to everyday life and is presented in a meaningful way, Genius Hour is a wonderful, and seemingly successful way, to incorporate exactly that into our classrooms. 

References

   Davis, V. (2022, February 18). Using Genius Hour Projects to Help Students Find Meaning. Edutopia. https://www.edutopia.org/article/using-genius-hour-projects-help-students-find-meaning 

 Hess, K. (2023). Chapter 2: Ask a Series of Probing Questions. In Rigor by Design, Not Chance: Deeper Thinking Through Actionable Instruction and Assessment (pp. 66–102). essay, ascd.