6 Responses to answer [60 words each] use the initial.

D F

“The true art of teaching is to ask the right questions, become a thought partner (interaction during instruction), and then assist in students’ discoveries.”(Mathis, 2015) Teacher-led questions during inquiry instruction can accomplish anything from keeping students on task while still maintaining interest to sparking their curiosity and furthering discussion. Teachers can connect what students need to know with what they are interested with the right questions. A question that a health teacher could ask to spark interest is “Why do different people experience different symptoms?”(Ask The Scientists, 2020) This gives students a focus area and engages students in the topic of symptoms which can be further explored in many different ways. For example symptoms can be applied to different health conditions which have different causes. These questions can lead students to consider the differences to bacteria and viruses and the different illnesses they can cause. Further questions can keep students focused to a more specific area without limiting their curiosity.
Ask The Scientists. (2020, June 18). Answers to Common Questions About How Viruses Work. Retrieved from https://askthescientists.com/common-virus-questions/
Mathis, G. K. (2015, August 24). Inquiry-Based Learning: The Power of Asking the Right Questions. Retrieved from https://www.edutopia.org/blog/inquiry-based-learning-asking-right-questions-georgia-mathis

 C M

I believe that the teacher’s role during an inquiry-based lesson is to ask questions to get the student thinking. The purpose of the questions is often to assess whether students have learned and absorbed information. These questions need to be reflective and allows them to think. I think some examples of some reflective question are: What do you think? Why do you think that? How do you know this? Can you tell me more? What questions do you still have? I believe that these questions make the students think and reflect on the question. These questions also make the students think more in depth about the topic. An example would be in an ecology lesson about lakes and hydroelectric power. You could ask students “Why do you think some river systems have a bunch of dams on the river, while others in Georgia don’t.” In this style of teaching, teachers must be flexible, know their students well and adapt their lesson plans accordingly.

 N M

Hello All, I hope everyone is well. The role of teacher-led questions during inquiry instruction is essentially to facilitate a well-rounded learning climate in which students are encouraged, motivated, and feel safe to ask, answer, and solve problems and implement strategies that will help build connections to learning the subject or topic at hand.
The goal of the teacher is to get students thinking critically and seek answers to deeper understanding and level of achievement. It is the process which becomes the focus, rather than the product. While the product is important to reflect upon, and understand, it is the notion that providing the platform for students to engage in productive meaningful conversation and activities will further enhance abilities and comprehension levels.
For example, if students were studying plants, trees, and leaves some questions from the teacher may include: “Why do you think leaves fall off trees?” “How do you think plants eat?” “How do leaves change color?” Some other inquiry-based questions might be worded as, “What do you think would happen if.., How would you explain.., or why do you think..” These are the kinds of questions teacher will ask students to get there thought process in motion, to make connections and realizations about the world around them.

PART 2

 ABI JOH

Hi Professor and Class,
I, too, believe many educators may find a struggle to drive instruction with questions. Many educators find this hard because it is not something they feel is familiar to them. Providing students with differentiated instruction and a higher-level of thinking opens so many doors and learning opportunities for the students so it truly is important educators adapt and begin to incorporate this approach. However, I do not believe without you will fail. Many of the traditional teaching approaches that we had when we were younger or even taught in the beginning stages of college were not as focused on the new approach of learning. Learning and teaching approaches are constantly changing to met the diverse needs of our student base and we, as educators, need to be able to jump and adapt to fulfill those needs. I feel like I am fully capable and eager to use this teaching approach and incorporate teacher-led questioning into my lessons. I feel like I am mainly ready because of having children. I am constantly asking my children higher-level thinking questions to gage what they know or are interested in learning. 

 KAI JA

In my opinion, one reason teacher might struggle with using questions to drive instruction is because they might feel pressure of getting the content taught to the students. With needing to meet state standards, as well as have students perform adequately on state tests, I think teachers feel pressure to ensure students are learning everything necessary. Sometimes this can lead to just giving information, rather than using questions.
I think I will be successful in using questions to drive instruction because I already use it a lot with my job as a special education paraprofessional. My job is to assist students and help them get to the answers, not just give them information. I am thankful my job has prepared me for teaching in this aspect. 

 FAI MU

Good Morning,
Often times, questioning in learning drives students to discuss, investigate, and iquire about the topic, while pushing towards a solution.  Driving questions are simply there to encourage students to answer and put themselves in real-world predicaments to solve them.  Many times, if students find these predicaments interesting, they will react, and want to interact and answer.  When it comes to the teacher, driving questions, help to intiate the inquiry, where the goal is to ensure student focus. However, some teachers struggle with this, and it is mainly seen in project based curriculum.  This is one of the hardest parts of project based learning, however, when one is written, the teacher must be clear on the what the overall purpose is, as well as the the project.  In order for the question to be successful, there are a few things that must be done.  First, the question must be engaging.  This means that the question is easily understood, as well as interesting.  Secondly, it should encourage open-ended questions, it shouls go beyond just fact-finding. And thirdly, the projects must be based upon the skills and content the student needs to learn, as this is to support the students learning goals.
Miller, A. (2015, August 20). How to write effective driving questions for project-based learning. Edutopia. https://www.edutopia.org/blog/pbl-how-to-write-driving-questions-andrew-miller
Driving questions to use in the PBL classroom. (2020, May 9). The Edvocate. https://www.theedvocate.org/driving-questions-to-use-in-your-pbl-classroom/