What are all the ways that the story of Goldilocks and the Three Bears is similar or different from the story of The Three Little Pigs? From Chicken Little? The Two-Question Rule: This means to follow a question with another question that probes for deeper understanding.
For example, if you pass someone in the teachers' lounge and ask, "How are you today? That second question requires the person you asked to think about how they really are feeling, to decide if they want to tell you, and even if they do, how much they want to tell you.
Would you have gone into the house they way Goldilocks did? What if you were really, really hungry? What do you think about what Goldilocks did after she broke the chair? What would you have done? How long had it been since the bears left the house? Many teachers, for example, say that Wikipedia is unreliable and cannot be used as a resource.
Some make blanket statements that. Kids are savvy enough to know that such statements are too simplistic and not true.
Yes, one can find errors in Wikipedia, although several studies suggest that there are relatively few Giles, But a state-approved high school biology textbook also can have out-of-date information and incorrect simplifications. It is also folly to think that teenagers who seek an answer to one of their own questions will go to their textbook or their teacher; they will head straight to the Internet, and with some judgment, they will find a good resource in short time.
In addition, we are already living in a world where most adults are turning to the Internet as a source of information about science Brossard and Scheufele, Rather than severely restricting kids from Internet research, more attention needs to paid to teaching them best practices, such as directing them to good Internet sources, teaching them how to identify potentially flawed information, how to integrate information from multiple sources, and how to reference them.
Categorically stating that Wikipedia is unreliable is insufficient; rather specific pages or examples on Wikipedia where information might be incomplete or inaccurate need to be illustrated and these are rare from my experiences with bigger scientific topics. Students also need to gain a more mature view of knowledge, understanding that it is dynamic and that there are points of contention that demand judgment rather than blind memorization.
Importantly, there is no need to create two camps of scholarship by creating separate instruction manuals for what kids need to do to get the best grade for a classroom assignment versus how they should assimilate knowledge beyond school. Questioning may seem like a good educational approach, so why is it not a more common practice in science education? Several cultural factors present barriers.
First is the perception that the teacher is an almighty vessel of knowledge who imparts information to students. In that formulation, a difficult question with no immediate answer or an uncertain answer can be threatening to a teacher and disappointing to a student. However, that view is unfair to teachers. Teachers also need to be students. Students also should be able to teach their peers when they look up an answer to a question. In this model, teachers and students become partners in their mutual education.
A second impediment to using questioning as an educational tool is that questions are unpredictable by their nature. One cannot know what students are going to ask in a particular year. It can be hard to plan around such uncertainty. With state-mandated curricula, there is little, if any, time to deviate from the script.
The ability to ask a question, research the answer, and present it to the class requires some degree of flexibility in the weekly lesson plan. Most teachers, particularly in state-run schools, do not have that luxury.
A third impediment to using questioning is that it is not a trivial skill to learn. I already discussed that ancient Greeks and contemporary Buddhists practice this skill for many years. Similarly, teacher training would be required to implement such ideas in a classroom. As discussed in recent editorials by Bruce Alberts a , b , at the root of all three obstacles is the lack of time in K—12 education for in-depth investigation by students or teachers.
This comprehensive, memorization-based approach is great for testing but poor for producing kids who are interested in science or even know what science is truly about. A conceptual understanding of how cells use and make energy is more important than regurgitating all of the steps in glycolysis, which can be quickly relearned online.
State educators need to reduce the amount of required material in their science curricula to allow more the time for in-depth learning, teacher initiative and professional development, and exploration of questions. Conversations fall along a continuum from purely competitive to purely cooperative.
Here are some challenges that commonly arise when asking and answering questions and tactics for handling them. Not all questions are created equal. How are you? Although each type is abundant in natural conversation, follow-up questions seem to have special power. They signal to your conversation partner that you are listening, care, and want to know more.
People interacting with a partner who asks lots of follow-up questions tend to feel respected and heard. No one likes to feel interrogated—and some types of questions can force answerers into a yes-or-no corner. Open-ended questions can counteract that effect and thus can be particularly useful in uncovering information or learning something new.
Indeed, they are wellsprings of innovation—which is often the result of finding the hidden, unexpected answer that no one has thought of before. For example, if you are in a tense negotiation or are dealing with people who tend to keep their cards close to their chest, open-ended questions can leave too much wiggle room, inviting them to dodge or lie by omission.
In such situations, closed questions work better, especially if they are framed correctly. In these situations, a survey tactic can aid discovery. Although this tactic may sometimes prove useful at an organizational level—we can imagine that managers might administer a survey rather than ask workers directly about sensitive information such as salary expectations—we counsel restraint in using it. The optimal order of your questions depends on the circumstances.
During tense encounters, asking tough questions first, even if it feels socially awkward to do so, can make your conversational partner more willing to open up. Leslie and her coauthors found that people are more willing to reveal sensitive information when questions are asked in a decreasing order of intrusiveness.
Of course, if the first question is too sensitive, you run the risk of offending your counterpart. There are few business settings in which asking questions is more important than sales. A recent study of more than , business-to-business sales conversations—over the phone and via online platforms—by tech company Gong.
Consistent with past research, the data shows a strong connection between the number of questions a salesperson asks and his or her sales conversion rate in terms of both securing the next meeting and eventually closing the deal. This is true even after controlling for the gender of the salesperson and the call type demo, proposal, negotiation, and so on. However, there is a point of diminishing returns.
Conversion rates start to drop off after about 14 questions, with 11 to 14 being the optimal range. The data also shows that top-performing salespeople tend to scatter questions throughout the sales call, which makes it feel more like a conversation than an interrogation.
Just as important, top salespeople listen more and speak less than their counterparts overall. Taken together, the data from Gong. If the goal is to build relationships, the opposite approach—opening with less sensitive questions and escalating slowly—seems to be most effective. The pairs who followed the prescribed structure liked each other more than the control pairs. Asking tough questions first can make people more willing to open up.
Good interlocutors also understand that questions asked previously in a conversation can influence future queries. However, when the same questions were asked in the opposite order, the answers were less closely correlated. People are more forthcoming when you ask questions in a casual way, rather than in a buttoned-up, official tone. Digging into why things are the way they are and how they can be different paves the way for creativity and innovation.
If nobody asked questions about how things were done, everything would stay the same. It would be business as usual and nothing unique or interesting would come into existence. In the same way that questioning can bring about innovation, it can also encourage positive change. How can we make it better? The world is warming due to human-created climate change.
Climate scientists have sounded the alarm …. Disclosure: TheImportantSite may be compensated by course providers. Asking questions makes you more likable Most of us worry about other people liking us.
0コメント