Take one.......
Among the ramblings are Nuthalls difficulties in making learning visible, how random numbers are a hindrance not a help to learners, the reason why teachers need to claim back the word progress, the usefulness of SOLO taxonomy for tracking learning and the necessity of pre-assessing content. Oh, and lots of puerile acronyms.
I think this video makes the myth of activity and learning clear. It shouts know your pedagogocial content knowledge, look for those misconceptions.
Equally beautiful are these posts by David Didau http://t.co/SpV59jCO and
Kev Bartle http://t.co/JCqaweDc
It appears we really are claiming back the word progress and focusing where our students need us to bve. Focused upon learning.
Showing posts with label process of learning. Show all posts
Showing posts with label process of learning. Show all posts
Tuesday, 5 February 2013
Wednesday, 4 August 2010
Metacognition of an Enquiry
Following on from my experience at Bristol. I have compiled all the recorded metacognitive thinking I did during this experience. In the hope of finding patterns in the thinking that one needs to do to be a successful enquirer, in order that I can provide tools and structures for my students. This is a work in progress. Any comments, analysis, ponderings are all gratefully recieved.
https://docs0.google.com/document/edit?id=1GIE1NPtznOTnNKs8_8yUDea2kBEftfOMlljjRJNzxBQ&hl=en&authkey=COm4r74L#
https://docs0.google.com/document/edit?id=1GIE1NPtznOTnNKs8_8yUDea2kBEftfOMlljjRJNzxBQ&hl=en&authkey=COm4r74L#
Tuesday, 27 July 2010
Narrative- a learning connector
These are more thoughts stemming from the social experiment at the Graduate school of Education at Bristol University.
A central, recurring tenet of the enquiry I took part in was that of narrative. To start the enquiry we were tasked to find an "object" in Brandon Hill nature reserve to enquire about. We were firstly asked to describe it , then think of a story why we connected with it, before thinking divergently creating a multitude of questions.
My initial thoughts were slightly dismissive, doubting the likelihood of discovering something that delighted my curiosity and that I had a personal connection with. After all why should I find something 300 miles from home in a place I had never been before. And I'm a butch , scientific, aesthete of a Geordie to boot.
So my initial findings were what you'd expect. A tree, a fence, an object. I saw and thought nothing above the ordinary. Yet on asking myself why I connected with them quickly turned choosing one thing to enquire about into being spoilt for choice. The tree was suddenly a Lime tree also known as a linden tree, so memories of drinking cold Lindeboom beer in a student bar many moons ago came flooding back. The fence around Cabot tower reminded me of the now restored Saltwell towers in my local (resplendent) park which lay derelict for most of my life, which I also used to eat my lunch beneath of a seldom seen friend.
A warning sign that read "Water Hazard" reminded me of playing Wii with my son , and his ability to read. The family trip which took through a golf course which saw him demand "so which bit is out of bounds?!?!"
This process amazed me, the amount of emotion that it stimulated was astonishing, in fact was too much at times and steered me away from certain choices. But, the positive influence this had impacted over the following two days not only in engagement with the process but also with sustained motivation.
On hearing my colleagues choices and their reasoning my experience was obviously far from unique, in fact it was the norm. All had personal, emotive reasons for their choice, all had chosen to reveal ( or not) something of themselves by doing so. Our narratives began to entwine here, helping to form that all important community of learners.
The very nature of enquiry based learning, with its valuing of the process taken, is enhanced by this narrative as it tessellates the original connection with the subsequent connections made whilst learning. The experience is all the more rich for that as everything resonates with personal value, and it all stems from a simple task, choose what you want to do just think about what it means to you.
The questions this raises over how learning happens? How learners become engaged ? What implications this kind of learning experience has on structuring a curriculum? Are difficult and worth persevering with.
Just as I was about to press publish I realised that I have not even states what my choice was. Nor the narrative that led to it's choice or how this narrative developed. I'm not even sure of the importance in doing so, therefore I won't , as the my learning here is all processed based and not restricted to enquiry based learning. Making or more importantly allowing students to make that personal connection with what is being learned is not an educational luxury it's a necessity.
- Posted using BlogPress from my iPhone
A central, recurring tenet of the enquiry I took part in was that of narrative. To start the enquiry we were tasked to find an "object" in Brandon Hill nature reserve to enquire about. We were firstly asked to describe it , then think of a story why we connected with it, before thinking divergently creating a multitude of questions.
My initial thoughts were slightly dismissive, doubting the likelihood of discovering something that delighted my curiosity and that I had a personal connection with. After all why should I find something 300 miles from home in a place I had never been before. And I'm a butch , scientific, aesthete of a Geordie to boot.
So my initial findings were what you'd expect. A tree, a fence, an object. I saw and thought nothing above the ordinary. Yet on asking myself why I connected with them quickly turned choosing one thing to enquire about into being spoilt for choice. The tree was suddenly a Lime tree also known as a linden tree, so memories of drinking cold Lindeboom beer in a student bar many moons ago came flooding back. The fence around Cabot tower reminded me of the now restored Saltwell towers in my local (resplendent) park which lay derelict for most of my life, which I also used to eat my lunch beneath of a seldom seen friend.
A warning sign that read "Water Hazard" reminded me of playing Wii with my son , and his ability to read. The family trip which took through a golf course which saw him demand "so which bit is out of bounds?!?!"
This process amazed me, the amount of emotion that it stimulated was astonishing, in fact was too much at times and steered me away from certain choices. But, the positive influence this had impacted over the following two days not only in engagement with the process but also with sustained motivation.
On hearing my colleagues choices and their reasoning my experience was obviously far from unique, in fact it was the norm. All had personal, emotive reasons for their choice, all had chosen to reveal ( or not) something of themselves by doing so. Our narratives began to entwine here, helping to form that all important community of learners.
The very nature of enquiry based learning, with its valuing of the process taken, is enhanced by this narrative as it tessellates the original connection with the subsequent connections made whilst learning. The experience is all the more rich for that as everything resonates with personal value, and it all stems from a simple task, choose what you want to do just think about what it means to you.
The questions this raises over how learning happens? How learners become engaged ? What implications this kind of learning experience has on structuring a curriculum? Are difficult and worth persevering with.
Just as I was about to press publish I realised that I have not even states what my choice was. Nor the narrative that led to it's choice or how this narrative developed. I'm not even sure of the importance in doing so, therefore I won't , as the my learning here is all processed based and not restricted to enquiry based learning. Making or more importantly allowing students to make that personal connection with what is being learned is not an educational luxury it's a necessity.
- Posted using BlogPress from my iPhone
Thursday, 22 July 2010
A Social Experiment- An Enquiry Based Experience.
I have just spent two days in the University of Bristol Graduate School of Education taking part in a social experiment based around a model of enquiry. My role was very much that of a learner. I have a huge amount to think about analysing the processes involved, connecting this experience to that of my students and how to share this learning with colleagues. I have been hugely disciplined and recorded a large quantity of my metacognitive thinking.
The first thing I've learned is by being metacognitive I have been able to work on two levels, that of a learner being strategic in what I'm doing and secondly as a way of transferring my ideas in to my classroom and that of others. I am rather hoping that after analysis the key skills that I used will become clear, categorised and therefore "teachable". I'm also hoping that the reflection of my co- enquirers will broaden this knowledge base.
This brings me neatly on to my second point. How learning is a social construct, and that (although some knew each other) a disparate group of learners so readily shared, supported and critiqued the learning of others. The process led us to work individually with small forums for discussions a learning community struck up. This contrasts with the intense work I do with my classes to build a community. Maybe it was the shared vision, small group size or the intellectual sophistication of the group, but this happened without effort! Everyone was enquiring on a variety of different themes in a highly personalised way, but during the times we shared our thinking several commonalities arose, one of which was the social nature of learning. I need to critically reflect on the frequency and the quality of these occasions in my classroom.
I started my enquiry looking at trying to identify a Dragonfly that I'd seen, I will blog about the process in more detail. Everyone had a different theme but the consistency of the level and diversity of the creative thinking was astonishing. Especially considering no request to be so was made. Time, intellectual space, safety, and a prerequisite to think divergently facilitated this. I even wrote a poem, perhaps a first which I read out (certainly a first).
Dragonfly,dragonfly
You don't breathe fire
You don't even put me down with your ire
Fecundity is the name of your game
In your blue, green golden haze
Poor as this is, it does demonstrate the difficulty in teaching creativity, but the relative ease of facilitating creativity in an education setting. Another feather in the cap if enquiry based learning.
The final learning that leaps out from my experience, which is the power of narrative. This helped me make a personal connection to what I was learning and intertwined the process and content I was learning throughout the two days. It was a powerful connectivity tool.
So these are my initial thoughts, with many more to come, which will be more focused around the translation of this into classroom practice.
The first thing I've learned is by being metacognitive I have been able to work on two levels, that of a learner being strategic in what I'm doing and secondly as a way of transferring my ideas in to my classroom and that of others. I am rather hoping that after analysis the key skills that I used will become clear, categorised and therefore "teachable". I'm also hoping that the reflection of my co- enquirers will broaden this knowledge base.
This brings me neatly on to my second point. How learning is a social construct, and that (although some knew each other) a disparate group of learners so readily shared, supported and critiqued the learning of others. The process led us to work individually with small forums for discussions a learning community struck up. This contrasts with the intense work I do with my classes to build a community. Maybe it was the shared vision, small group size or the intellectual sophistication of the group, but this happened without effort! Everyone was enquiring on a variety of different themes in a highly personalised way, but during the times we shared our thinking several commonalities arose, one of which was the social nature of learning. I need to critically reflect on the frequency and the quality of these occasions in my classroom.
I started my enquiry looking at trying to identify a Dragonfly that I'd seen, I will blog about the process in more detail. Everyone had a different theme but the consistency of the level and diversity of the creative thinking was astonishing. Especially considering no request to be so was made. Time, intellectual space, safety, and a prerequisite to think divergently facilitated this. I even wrote a poem, perhaps a first which I read out (certainly a first).
Dragonfly,dragonfly
You don't breathe fire
You don't even put me down with your ire
Fecundity is the name of your game
In your blue, green golden haze
Poor as this is, it does demonstrate the difficulty in teaching creativity, but the relative ease of facilitating creativity in an education setting. Another feather in the cap if enquiry based learning.
The final learning that leaps out from my experience, which is the power of narrative. This helped me make a personal connection to what I was learning and intertwined the process and content I was learning throughout the two days. It was a powerful connectivity tool.
So these are my initial thoughts, with many more to come, which will be more focused around the translation of this into classroom practice.
Friday, 30 April 2010
The Hidden Lives Of Learners
These are the slides I used during my TeachMeet NorthEast Presentation on Graham Nuthalls work.
On the surface Nuthalls work is very simple. He assessed prior learning, wired each student and teacher for sound, used classroom observers to note interactions and resources, assessed again, interviewed learners about their learning experiences and finally correlated learning with this data. But what you get is so much more. An inspiring synthesis of the hidden lives of learners!. Even the methodology employed has a useful message for teachers, we must listen and look out for the learning that is taking place.
The concept of the three worlds that a learner exists in is instantly a useful planning and reflective tool for teachers. Another neat way of thing about it is Pam Hook's question "What is happening at the ampersand?" This book gets to the heart of the confluence between teaching and learning.
The question posed is illustrative (but not definitive) of how messy the business of learning is. The first posing is difficult unless you know the answer. The second is easier by virtue of your prior learning. This allowed you to deduce what the answer is, but not that you have learned anything!
Students learn what they do.
Consider the amount of learning forgotten by students, especially that crammed for an exam. Nuthall makes clear that students do not become content experts but experts in classroom procedures that is imprinted upon them lesson after lesson, day after day.
So when it comes to seeing learning teacher and students can find it difficult. In fact Nuthall makes it clear that when asked what learning looks like teachers describe good behaviour, not even learner behaviours as opposed to seeing the process of learning. The next few slides prove that I too have failed to see the dichotomy. I have blogged about this previously. Fortunately my PEEL Good learner behaviours display rescues me intermittently.
Three exposures
The seemingly random picture of the Queen, an anagram and a choice of number. Is used to demonstrate a key finding of Nuthalls work. Students need 3 or 4 different exposures to a fact in order to commit it to their working memory. This is the second exposure to the content to be learned from the questions asked earlier.
Evidence
The first of the graphs (slide 26) see the students increase in ability from left to right. It is unsurprising to see the more able students be more successful in a module of work than the weaker ones. This is typical. What is a little surprising is the influence of prior learning. The more able arrive already knowing more, and this is the sole difference in their success. The amount of learning by all students is equivocal, independent of ability. This probably explains why Finland's schools are considered so successful. This is the reason I celebrate performance against target, rather than "grade" with my students. Again I have blogged on this.
The graph on slide 28, is a source of comfort for teachers, and again typical. It highlights that the majority of the learning in the class has come either directly or indirectly form the teacher. The weaker students are more reliant upon the teacher than the more able, and are more reliant upon direct teacher input. A clear call to arms for effective differentiation if there ever was one! It is also important to note that the learning from the choice of teacher designed activities, will also be influenced by the peer culture and social status systems our students construct in and out side of school. On top of this,there is still a significant amount of learning that is self or peer derived. hence the warning from Hattie! Students require training and structures in giving effective feedback.
The one that I do not know
Is a quote from one one of my students, directed at his peers, who persistently ignored him.I intervened and was lucky in my timing in two ways. One that I overheard his plea, but also in that my lesson plan, the ensuing conversation that we had was the third exposure to the information he was struggling with. Now, he knows the what he doesn't know, and when asked the content and the action of learning are linked. So, when I ask whats the one that you don't know he replies "condensation!", the right answer.
The table shows the frighteningly uniqueness of learning. The numbers in the final column, ranging from 44- 89% are the amount of learning that is exclusive to one or one and a single other student. This too is independent of ability. I have not yet assimilated this into my pedagogy, as fully as I expect we can, but I do engage level ladders with a range of suggestive ability indicators. I annotate these with code, for every students, sampling them frequently. So BM is book marking. MMT a mid module test, TQ a teacher question etc. i revisit them when I am unconvinced that a student has not learned them. This way I can (crudely) track the learning taking place.
Finally the ISBN, and the forth and final exposure to the previous answer. The Hidden Lives of Learners. Read it, Think about, Reflect upon your practice, but most of all enjoy it.
On the surface Nuthalls work is very simple. He assessed prior learning, wired each student and teacher for sound, used classroom observers to note interactions and resources, assessed again, interviewed learners about their learning experiences and finally correlated learning with this data. But what you get is so much more. An inspiring synthesis of the hidden lives of learners!. Even the methodology employed has a useful message for teachers, we must listen and look out for the learning that is taking place.
The concept of the three worlds that a learner exists in is instantly a useful planning and reflective tool for teachers. Another neat way of thing about it is Pam Hook's question "What is happening at the ampersand?" This book gets to the heart of the confluence between teaching and learning.
The question posed is illustrative (but not definitive) of how messy the business of learning is. The first posing is difficult unless you know the answer. The second is easier by virtue of your prior learning. This allowed you to deduce what the answer is, but not that you have learned anything!
Students learn what they do.
Consider the amount of learning forgotten by students, especially that crammed for an exam. Nuthall makes clear that students do not become content experts but experts in classroom procedures that is imprinted upon them lesson after lesson, day after day.
So when it comes to seeing learning teacher and students can find it difficult. In fact Nuthall makes it clear that when asked what learning looks like teachers describe good behaviour, not even learner behaviours as opposed to seeing the process of learning. The next few slides prove that I too have failed to see the dichotomy. I have blogged about this previously. Fortunately my PEEL Good learner behaviours display rescues me intermittently.
Three exposures
The seemingly random picture of the Queen, an anagram and a choice of number. Is used to demonstrate a key finding of Nuthalls work. Students need 3 or 4 different exposures to a fact in order to commit it to their working memory. This is the second exposure to the content to be learned from the questions asked earlier.
Evidence
The first of the graphs (slide 26) see the students increase in ability from left to right. It is unsurprising to see the more able students be more successful in a module of work than the weaker ones. This is typical. What is a little surprising is the influence of prior learning. The more able arrive already knowing more, and this is the sole difference in their success. The amount of learning by all students is equivocal, independent of ability. This probably explains why Finland's schools are considered so successful. This is the reason I celebrate performance against target, rather than "grade" with my students. Again I have blogged on this.
The graph on slide 28, is a source of comfort for teachers, and again typical. It highlights that the majority of the learning in the class has come either directly or indirectly form the teacher. The weaker students are more reliant upon the teacher than the more able, and are more reliant upon direct teacher input. A clear call to arms for effective differentiation if there ever was one! It is also important to note that the learning from the choice of teacher designed activities, will also be influenced by the peer culture and social status systems our students construct in and out side of school. On top of this,there is still a significant amount of learning that is self or peer derived. hence the warning from Hattie! Students require training and structures in giving effective feedback.
The one that I do not know
Is a quote from one one of my students, directed at his peers, who persistently ignored him.I intervened and was lucky in my timing in two ways. One that I overheard his plea, but also in that my lesson plan, the ensuing conversation that we had was the third exposure to the information he was struggling with. Now, he knows the what he doesn't know, and when asked the content and the action of learning are linked. So, when I ask whats the one that you don't know he replies "condensation!", the right answer.
The table shows the frighteningly uniqueness of learning. The numbers in the final column, ranging from 44- 89% are the amount of learning that is exclusive to one or one and a single other student. This too is independent of ability. I have not yet assimilated this into my pedagogy, as fully as I expect we can, but I do engage level ladders with a range of suggestive ability indicators. I annotate these with code, for every students, sampling them frequently. So BM is book marking. MMT a mid module test, TQ a teacher question etc. i revisit them when I am unconvinced that a student has not learned them. This way I can (crudely) track the learning taking place.
Finally the ISBN, and the forth and final exposure to the previous answer. The Hidden Lives of Learners. Read it, Think about, Reflect upon your practice, but most of all enjoy it.
Thursday, 22 April 2010
Why can't even Ofsted identify learning?
I have been rather proud of my use of a simple Building Learning Power strategy.I even blogged about it ( http://pedagogicalpurposes.blogspot.com/2009/10/i-have-posted-this-brief-clip-to.html )Whereby at the start of the year, with every class, I ask the students to come up with a helpful list of " What good learners do?" and also "what good learners do when they get stuck". This has been a useful classroom management tool and has led me to believe that my classroom is focused on learning. I'm not so sure now.
It definately a classroom management tool, a good one at that, but how much of it is genuinely about learning. This according to Professor Graham Nuthall is a common problem, teachers confuse good pupil behaviour for good learner behaviour. His research clearly shows that these are distinct. For example all of my classes state good learners "follow instructions" and "stay on task", and many of them include "avoid distractions". Yes, these could lead to a situation could take place but do not actually describe what students do when they are learning. Maybe the hardwired teacher default position of "behaviour first, learning second" explains but does not excuses my use of this tool. Maybe it is just easier to see behaviour than learning.So why is learning so difficult to see or quantify? Could it be that teachers are over focussed on behaviour and learning is lost within this? Could it be a teachers reluctance to surrender control of the learning?
Today's report from Ofsted about how well students behave in school, is exactly what I'm talking about on an infuriating scale. Surely schools are about learning and not behaviour factories. Of course young people are well behaved, just like all other age groups. Is this what Ofsted is for? (http://news.bbc.co.uk/1/hi/education/8637064.stm )
Thankfully I always have a copy of PEEL's learner behaviours on the wall adjacent to the class displays. I refer to this with my students as where we are heading, but not as often as I should. This is focused on learning, and therefore that teachers can see the learning behaviours in their students.
These include: Plans a general strategy before starting and Challenges the text or an answer the teacher sanctions as correct. I love this the locus of control is crashing away from the teacher.
The full list can be found here( http://peelweb.org/index.cfm?resource=good%20behaviours ) I recommended displaying these in your classroom and sharing them with your students at the very least. You never know an Ofsted inspector might see them......
- Posted using BlogPress from my iPhone
It definately a classroom management tool, a good one at that, but how much of it is genuinely about learning. This according to Professor Graham Nuthall is a common problem, teachers confuse good pupil behaviour for good learner behaviour. His research clearly shows that these are distinct. For example all of my classes state good learners "follow instructions" and "stay on task", and many of them include "avoid distractions". Yes, these could lead to a situation could take place but do not actually describe what students do when they are learning. Maybe the hardwired teacher default position of "behaviour first, learning second" explains but does not excuses my use of this tool. Maybe it is just easier to see behaviour than learning.So why is learning so difficult to see or quantify? Could it be that teachers are over focussed on behaviour and learning is lost within this? Could it be a teachers reluctance to surrender control of the learning?
Today's report from Ofsted about how well students behave in school, is exactly what I'm talking about on an infuriating scale. Surely schools are about learning and not behaviour factories. Of course young people are well behaved, just like all other age groups. Is this what Ofsted is for? (http://news.bbc.co.uk/1/hi/education/8637064.stm )
Thankfully I always have a copy of PEEL's learner behaviours on the wall adjacent to the class displays. I refer to this with my students as where we are heading, but not as often as I should. This is focused on learning, and therefore that teachers can see the learning behaviours in their students.
These include: Plans a general strategy before starting and Challenges the text or an answer the teacher sanctions as correct. I love this the locus of control is crashing away from the teacher.
The full list can be found here( http://peelweb.org/index.cfm?resource=good%20behaviours ) I recommended displaying these in your classroom and sharing them with your students at the very least. You never know an Ofsted inspector might see them......
- Posted using BlogPress from my iPhone
Monday, 18 January 2010
Giving Feedback on the process of learning.
Once in a while it is so nice to talk with students about something other than what they could be examined on, even when what you talk about is actually more important than the exam. The learning process is one of those things. This technique is applicable across these skills, and can transform what your classroom environment is like.
The first step to having this conversation, was the designing of an activity that would bring the key issues to the surface. In this instance the focus was how students collaborate. A simple of trick of asking the whole class (25 students) to do a task that would be easily completed by a smaller group, say 5 students. The pressures of working in a large group are much more acute, it's almost like setting them to struggle ,as the pressure ( and previous experiences) will see them focus on the content rather than the process. The students in this lesson where asked to construct a food web out of 25 organisms.
The lesson began with the students and I compiling a list of what they think good learners do when they collaborate. This list is theirs and I always ask permission to provide feedback on it using a thumb up for agreement, a level thumb for something they can live with and a thumb down if they want to amend the list before I use it for feedback. The list has now turned itself into success criteria.
The students then "do" the activity, and I write down observations snippets of conversations, counts of number of points, the number of people who are talking at the same time etc. I use one Post it note per statement, and in this lesson I did it for 15 minutes. A tight time scale is another way inducing students to forget about the process and make the mistakes that may not always be an issue in smaller groups.
At the end of the challenge, I give feedback and ask questions about the content of the activity and gather the students around their previously agreed success criteria. At this point I ask for permission to add a "disappointments" column, adjacent their success criteria. I then read out my observations one by one stressing that I am not making any judgements, just giving them factual feedback. I ask them to direct me in placing each statement on either the success criteria it matches, (for example " Great idea Tom!" May be placed on we encourage each other) or in the disappointments column.
The first step to having this conversation, was the designing of an activity that would bring the key issues to the surface. In this instance the focus was how students collaborate. A simple of trick of asking the whole class (25 students) to do a task that would be easily completed by a smaller group, say 5 students. The pressures of working in a large group are much more acute, it's almost like setting them to struggle ,as the pressure ( and previous experiences) will see them focus on the content rather than the process. The students in this lesson where asked to construct a food web out of 25 organisms.
The lesson began with the students and I compiling a list of what they think good learners do when they collaborate. This list is theirs and I always ask permission to provide feedback on it using a thumb up for agreement, a level thumb for something they can live with and a thumb down if they want to amend the list before I use it for feedback. The list has now turned itself into success criteria.
The students then "do" the activity, and I write down observations snippets of conversations, counts of number of points, the number of people who are talking at the same time etc. I use one Post it note per statement, and in this lesson I did it for 15 minutes. A tight time scale is another way inducing students to forget about the process and make the mistakes that may not always be an issue in smaller groups.
At the end of the challenge, I give feedback and ask questions about the content of the activity and gather the students around their previously agreed success criteria. At this point I ask for permission to add a "disappointments" column, adjacent their success criteria. I then read out my observations one by one stressing that I am not making any judgements, just giving them factual feedback. I ask them to direct me in placing each statement on either the success criteria it matches, (for example " Great idea Tom!" May be placed on we encourage each other) or in the disappointments column.
The students really pay attention to this, I think they feel a little empowered. They also feel a little chastised as they are a lot more critical of themselves than a teacher ever could be. This is why a safe and trusting classroom environment is needed. For example some quiet students will not force into this kind of activity preferring to keep silent. Some members of the class will feel it i their fault, but others will see the groups responsibility to invite everyone to participate. This is kind of dialogue that find this strategy engenders and that changes students view and participation in the activities.
It is not just collaboration that this works on you could have questioning, decision making, reasoning, risk taking, the list goes on, but the strategy works.
For a more detailed read about this technique in my classroom please search it out on http://www.peelweb.org/. typing in author search MEAD.
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