Open Ended Questions

Introduction

Chapter 7 discusses how open questions invite dialogue. Open questions assures respect for the learner and experience and the current knowledge. Closed questions should be avoided because they lead to answers such as “I know or I don’t know”. Teaching with dialogue invites students to think strategically and learn strategically. In chapter 8, as a designer and teacher you need to trust your design with dialogue. The design of a learning task uses four I’s, inductive, input, implementation, and integration. When feedback is given through dialogue education it adds curiosity, effort, and achievement and becomes the essentials to learning. Chapter 8 teaches that your design as a teacher was made for a particular time frame and as the teacher it is up to you to manage it. When presenting materials, everyone should have a copy and all material should be clear. Presentations important factor is mnemonics. This meaning that all slides are valuable and help cue memory. Chapter 9 discusses the indicators of learning. Outcomes, results, and success rule the world of education. When small groups face a learning task they have support teams which in turn offer safety, affirmation, respect, and challenges. Educators need to celebrate learning. After learning has occurred transfer takes place. When

Open ended questions can help encourage critical or strategic thinking. Chapter 8, I learned not to doubt my design. If I have followed the design steps, I need to have faith that I have created a good design. I also learned to be sure my PowerPoint or chart is memorable. This will ensure the students will remember it and pay attention. Chapter 9 taught me to pay attention to my learners to see if they actually learned something. As an educator I need to catch every indicator of learning and confirm it. After I have assured the learners have learned, I need to look at the impact it has made on the