How to learn? How to save?
For my instructional design course, I need to come up with a project. I’ve discussed some about that here. The fundamental thinking behind project design is coming up with a really sharp “big idea,” the bedrock why behind your project. A QFT, question- formulation- technique, from Dan Rothstein and Luz Santana, has similar concept.
“When students know how to ask their own questions, they take greater ownership of their learning, deepen comprehension, and make new connections and discoveries on their own.”
Thinking specifically of three “thinking” phases in the learning process, divergent, convergent, reflective*, I’m wanting to help learners learn what they want, better and faster and more thoroughly. I’m reading Charles Duhigg‘s The Power of Habit, and inspired because it resonates with my instincts brain-behavior relationships, essentially everything we do and what we are (more on this here).
QFT Model
Following the 6 steps in the QFT model, and the path developing my why behind my #ed113 class project, or where it is now, goes something like so:
Step 1: Teachers Design a Question Focus
Step 2: Students Produce Questions
Step 3: Students Improve Their Questions
Step 4: Students Prioritize Their Questions
Step 5: Students and Teachers Decide on Next Steps
Step 6: Students Reflect on What They Have Learned
There’s Bloom’s Taxonomy to consider: creating-evaluating-analyzing-applying-understanding-remembering*
In 1956, Bloom proposed learning has 3 domains:
- Cognitive: mental skills (knowledge)
- Affective: growth in feelings or emotional areas (attitude or self)
- Psychomotor: manual or physical skills (skills)*
Reads & References
- Dan Rothstein and Luz Santana, Make Just One Change
- Right Question Institute, Teach Students to Ask Their Own Questions
-
Jay Dodd, Teaching the QFT to Novice Teachers
-
Chuck Fry, How to cultivate a personal learning network: Tips from Howard Rheingold
- Wenger-Treyner, Introduction to communities of practice
- Dan Rothstein and Luz Santana, Teaching Students to Ask Their Own Questions
- Charles Duhigg, The Power of Habit: What We Do in Life and Business
- Temple Grandin
- Bloom’s Taxonomy of Learning Domains
- Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
XO,
H
