PG's Ponderings

This particular technique involves a four-question set that gets students actively responding to the material they are studying. They analyse, reflect, relate, and question via these four prompts: Identify one important concept, research finding, theory, or idea ... that you learned while completing this activity. Why do you believe that this concept, research finding, theory, or idea ... is important? Apply what you have learned from this understanding to the context of the question? What question(s) has the activity raised for you? What are you still wondering about? [You might need to prohibit the answer "nothing".] Key steps to follow: Which details seem significant? Why? What is the significance of this detail? What does it mean? What might it mean? How do the details fit together? What do they have in common? What does this pattern of details mean? What else might this pattern suggest? What other explanation could be given? What details do not seem to fit? What other pa...

This term we will start on the three key focus points for students preparation for the examinations and the ending of the course programmes: Listening – listen to where your students are at in their examination preparation or in the course completion. Questioning – what do your students need, what are they asking for, and what questions are you asking them. Analysing - identifying, clarifying and developing solutions and answers to the questions – fine tuning the learning and the examination preparation. To analyse something is to ask what that something means. It is to ask how something does what it does or why it is as it is. Analysis is the kind of think-ink you'll most often be asked to do in your work life and in school; it is not the rarefied and exclusive province of scholars and intellectuals. It is, in fact, one of the most common of our mental activities. Most people already analyse all the time, but they often don't realize that this is what they're doing...