Self-directed learners has its roots in adult education. A self-directed learner is one who takes responsibility for and manages his or her own learning needs. An important compotent to self-directed learning is the ability to formulate and ask questions; in addition, it includes the willingness to seek out answers to those questions. Therefore, instructors need to encourage all learners to shift the responsibility of learning from the instructor to the individual. Instructors need to model the questioning process for students. An important component of this modeling is the incorporation of Bloom's taxonomy. Obviously, in this complex world and work force, we want to encourage higher level thinking and questioning skills.
Using questioning helps the students learn how to ask the question using correct vocabulary and put thought into the way it will be received by the instructor. This process helps both understand the comprehension level of the students assesment and interaction in the class.
I have been known to give students a topic of discussion at the end of a class. They are to research the topic and come up with 3 thought provoking questions for the upcoming lecture. This seems to motivate the students into learning about subjects that would otherwise seem uninteresting. Once the lecture is over I allow the students to ask questions of each other in group settings, they report back during the full class discussion and answer each others questions rather than having me stand in front of the room. I have had several students offer new topics of discussion because of the research they had done.
Hi Kenle, thanks for your post to the forum. I really agree about the importance of critical thinking - it will provide our students with skills they will use in their careers as well as their personal lives. Best wishes for continued success in your teaching career. Susan
Susan Polick
I believe the use of questioning helps students become self-directed learners because it encourages them to think of and ask questions and sparks critical thinking. Questioning and critical thinking go hand-in-hand, as a true critical thinker is constantly asking questions.
Hi Victoria, Thanks for your post to the forum. Yes, by asking our students to use critical thinking which involves questioning, they learn to apply what they are learning. Best wishes! Susan
Susan Polick
medical billing and coding you have to know the guidlines and principles of applying the codes to diagnoses and procedures. When you read the chart to get the information you are asking yourself questions to get to the right code. example the patient has pneumonia you have to ask the question to yourself what type of pneumonia how did they treat the pneumonia. they learn from experience on how to use their questioning technique to their profession
Hi Sandy, Thanks for your post to the forum. Yes, questioning is an integral part of what we do. Loved your reference of the quote from Socrates! Best wishes for continued success in your teaching career. Susan
Susan Polick
Questions instill thoughts and solutions to the subject presented.
By asking questions even at a very early age causes brain activity and inspires a student to find the answer or solution.( It must be a valid thought provoking question)
In this way as a student finds the answers by research questioning others he is inspired to continue and becomes self directed.
Of course you can inspire & provoke but as Socrates says:I cannot teach anybody anything. I can only make them think
Sandy
Hi Raymond, Thanks for your post to the forum. You are sharing valuable first-hand practical experience with your students! Best wishes for continued success in your teaching career. Susan
Susan Polick
I try to help my students understand that questioning sharpens a person's critical thinking skills. In doing so, the student is able to find answers on their own even when there isn't a teacher around. As they practice this technique, problem solving in their every day life; work, relationships, etc., becomes easier to handle. Their success in handling a situation through questioning prepares them for more difficult situations down the road. I use my experience in questioning opportunities, business relations, relationships,etc., to show students that if I didn't ask, then whatever situation I was in probably wouldn't have turned out like it did. I also talk about the times I didn't question something and I regretted not asking a question because it would have saved me from unnecessary stress.
Most students assume questions are based on what is important. Questioning thus alerts them to what topic covered has the potential to appear on an exam and needs to be understood, if not mastered. The problem is that some students may not see a question as a bridge to another topic, or a "brain warmer".
Most students assume questions are based on what is important. Questioning thus alerts them to what topic covered has the potential to appear on an exam and needs to be understood, if not mastered. The problem is that some students may not see a question as a bridge to another topic, or a "brain warmer".
Asking questions can emphasize the importance of seeking the answers on their own.
Asking good questions is an art of teaching. As an instructor, we need to ask (1)a good question at an appropriate time, this will help students stay focused on context, movite them critical thinking. (2) Prepare good questions in advance. Good preparation is very important to motive students to become a self-directed learners...students will stay interested and keep them move forward.
Hi Kevin, Thanks for your post to the forum. The relationship between asking questions, lifelong learning and dementia is interesting! Best wishes for continued success in your teaching career. Susan
Susan Polick
It is not uncommon to find out that innovaters and pioneers in any field are usually the people who keep asking questions, not necessarily content with current understanding or teaching. By learning to ask questions on a continuous basis, students can not only increase their learning in the short term, but will encourage them to keep learning their whole life.
One particular application is the prevention of dementia and memory loss in the elderly. Those who are used to asking questions keep exercising their brain allowing it to function at a much higher capacity even after a number of years.
Hi Matthew, Thanks for sharing an excelent example of Socratic questioning!
Best wishes for continued success in your teaching career. Susan
Susan Polick
Hi Nikki , You are giving your students much needed critical thinking skills which will help them to go beyond just the immediate problem at hand. Great work! Best wishes for continued success in your teaching career. Susan
Susan Polick
The way I have used Socratic "Seminars" in the past was to provide the class with a "Big Question" about the topic to be discussed before the class period. Under this Big Question are questions feeding into it, and the students are expected to research the topic in order to discuss these questions. One the day of discussion, the instructor shares the rubric for grading their participation in the discussion, but the instructor sits outside the discussion and only clarifies or mediates if there is a dispute. A prop is used to facilitate who is to speak (ex., a koosh ball). Students then pass the koosh around the circle, addressing each others' points and the assigned questions, with the Big Question as the ultimate destination. The instructor grades based on number of times the student speaks, quality of the interaction based on their research and/or opinion in answering the question, etc.
This form of socractic seminar starts with the question, but puts the students in the driver seat. They have to explore the topic through the questions, and ultimately base their answers on their research, their interpretation of their research and their own opinions. Removing the instructor from the discussion encourages them to be self-directed during the activity.
