TACTics Journal

October 8, 1999

WIZDOM

From Questioning Techniques for Gifted Students

By Jo Painter

 

Richard Paul emphasizes the importance of what he calls Socratic questions. 

These are questions which probe the underlying logic or structure of our

thinking and enable us to make reasonable judgements.  He discusses six types

of questions:

 

1.     Questions of clarification:

What do you mean by that?

Can you give me an example?

2.     Questions that probe assumptions:

                What is being assumed?

                Why would somebody say that?

3.     Questions that probe reason and evidence:

                What are your reasons for saying that?

                What criteria do you base that argument on?

4.     Questions that probe implications and consequences:

                What might be the consequences of behaving like that?

                Do you think you might be jumping to conclusions?

5.     Questions about viewpoints or perspectives:

                What would be another way of saying that?

                How do Maria's ideas differ from Peter's?

6.     Questions about the question:

                How is that question going to help us?

                Can you think of any other questions that might help us?

 

As can be seen by these examples, Socratic questions are open and if used

appropriately can stimulate inquiry and exploration.

ELEMENTARY/SECONDARY TACTICS

Art and in the Form of Transition Trees

By Pat Huddy, Art Teacher, York High School, George, South Africa

Pat Huddy says the trees give him tremendous clarity and focus.  Pat's classes are frequently 30 - 40 students strong and he teaches 5 classes of 50 minutes a day.  With these odds, he certainly needs an effective tool !

Starting situation:             

        Learners tend to limit themselves to a particular range of colour.

Obstacle:             

        Learners tend to play it safe; only use certain colours.

Need:

        Learners need to be encouraged to be more willing to experiment with colour.

Action:

        -       The learners are to mix three favourite colours in palettes.

        -       This palette is then to be swopped with that of a classmate.

        -       Pupils are to paint what they see in the framing of the window, using the three colours and white.

        -       Only one period allowed, so work must be free and painterly.

Reason:

        Trying different colour alternatives will enrich the learner's work.

New Situation:  

Learners have been encouraged to work with colours that they don't normally use.

Obstacle:             

        Learners have not had the opportunity to experiment with the possibilities of

        alternative colour.

Need:    

        Learners need to experiment with a range of colour alternatives.

Action: 

        -        Learners must bring a piece of hardboard to school with them.

        -       This hardboard will be coated with primer and on top of that a composition, based on a favourite song, will be incised.

        -       Ink will be rolled on the hardboard and then wiped off so that it remains in the grooves.

        -       A number of prints will be made from the woodcut.

        -       Using flat washes of colour, a number of different colour alternatives will

                be explored.

Reason:

        Learners will be more inclined to think of alternative colour choices if they

        are encouraged to experiment.

New Situation:  

        The learners are better equipped to consider colour alternatives.

CONNECTIONS

Kathy Suerken, our TOC for Education President, was spotted in the Detroit, Michigan area last week, visiting schools and educators who are using TOC.  It was easy to see why educators were anxious to share how they were using the tools.  Look forward to a complete report in TACTics soon.

POOGI POOL

Rami QUIZ NO. 5: 

(Repeated to allow more TOCFE folks to contribute their thoughts.)

Is the following connection from a NBR written properly? 

 

If [The student doesn’t know the material for the test.] and (in a banana) if [The student doesn’t learn in class or at home.] then [There is a high chance that the student fails the test.]

Send all answers to:  baughca @aol.com  and/or  bucknek@resa.net

Or to:     Cheryl A. Baugh

27731 Lathrup Blvd.

Lathrup Village,MI 48076  USA

"Quote"

"The important thing is not to stop questioning." — Albert Einstein