3. Questioning Homework (K-12)
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Put your classroom questioning typology to work with your homework assignments. If students read an assignment, let them form questions for the next day's discussion. Research substantiates improved comprehension scores for students who question as they read. Ask them to:
Ask them to identify the most important and the least important questions. They will discover that in the beginning, there are many unimportant questions, but only a few profound ones. Those that matter grow and expand to give birth to many more of their own kind.
If the homework is skill oriented (algebra problems or word problems), have them jot down three questions that bothered them or stimulated them or intrigued them as they did their work. Ask them to keep track of the question that "got them unstuck" after they had been stuck on a problem for a while. Ask them to list the questions they asked at the end of the assignment to asses the quality of their effort. These are the tools of learning how to learn that enable the student to cope when the standard approach fails. Even knowing that there are alternate routes to a goal can give them the will when they need it to keep searching.
Use the typology to bring meaning to homework and thoughtful involvement to practice. The next day's classroom exchanges will reverberate with enthusiasm once they catch the spirit of inquiry.