powerful questions for learning and innovation
TRANSCRIPT
Powerful Questions for Learning and Innovation
Polly PatrickAngela Peery March 23, 2015
MEET – GREET – ENGAGE
1. What is your name?2. What is your current position?3. Complete the following statement:
“This seminar will be a success if…”
Learning Intentions
1. Explore the power of effective questions.
2. Investigate listening to the answer as even more critical than asking the question.
3. Connect questioning with innovation.
What questions would you ask?1. What is an example of how you would use each? 2. Be ready to share your examples.
brief, clear reflective
empoweringdivergent
Section 2
EngageClarify Thinking
Deepen Understanding
Find the five-pointed star.
Bottom-upprocessing
Top-downprocessing
What just happened?
How do I feel?
Am I interested?
Is this important?
Key Questions
Can I do this?
Marzano, Pickering, and Heflebower, The Highly Engaged Classroom
We must capture each student’s mental attention, form questions, facilitate discussion, and provide feedback to students between questions in order to keep the learning going forward… Ask, Don’t Tell, p. 23
Section 3
Engage
Clarify ThinkingDeepen Understanding
How do questions bring clarity?
What questions would you ask?
…Clarity comes more readily when we structure questions so that students can
• “hear” their own thinking, • take it apart, and
• then put it back together, • incorporating new learning.
Ask, Don’t Tell, p. 25
Section 4
EngageClarify Thinking
Deepen Understanding
“Homework in primary school has an effect of around zero. In high school it’s larger. (…)
Which is why we need to get it right. Not why we need to get rid of it. It’s one
of those lower hanging fruit that we should be looking in our primary schools to say,
“Is it really making a difference?” If you try and get rid of homework in primary
schools many parents judge the quality of the school by the presence of homework.
So, don’t get rid of it. Treat the zero as saying, “It’s probably not making much of a difference but let’s improve it”. Certainly I
think we get over obsessed with homework. Five to ten minutes has the
same effect of one hour to two hours. The worst thing you can do with homework is give kids projects. The best thing you can
do is to reinforce something you’ve already learnt.”
*Do you agree/disagree with the author, speaker, etc.? *What inferences, interpretations, and/or connections can you make? *Do you approve or disapprove of this (past or present) policy, person, or movement? *What lessons can we learn? *What problem(s) does the study of this topic, person, or policy help or solve? *What can we infer about this author, speaker, time, place, or culture?
Mike Schmoker, 2006, as quoted in Ask, Don’t Tell, p. 124
Section 5
Listening—A Questioner’s Partner for Power
Components of Communication
practice
Intended message
Perceived message
Feedback
Connection: Listening Strategies
Jim Knight, 2007
Inner silence
What contradicts our assumptions
Communicate our
understanding
Practice everyday
clarifying
Practice with terrible listeners
Section 6
Applyquestioning meets innovation
Innovative thinking happens differently for different people….
If you’re the type of thinker who likes to take mental leaps and consider yourself a global thinker, a great idea might come to you as you take a shower or make a meal.
If you’re the type who likes to think through things sequentially and consider yourself more of a part-to-whole thinker, a great idea might come to you after you have a lot of information or data.
What type of innovatorare you?
Ask yourself…
Analytical How could I design a system for this? (for ex., Facebook)
Structural How could I organize this? (for ex., Ford Motors)
Social How can I affect people? (for ex., Panera Bread Co.)
Conceptual How can I make this beautiful? (for ex., Steve Jobs and Apple)
Another way to innovate…
• Apply a template
• Think solution-to-problem, not vice versa
Templates• Addition
• Assigning an additional task to an existing component -giving it a new job in addition to its existing job
• Subtraction• Removing an essential component and keeping only
what is left
• Multiplication • Making a copy of a component but changing it in some
way
• Division• Dividing a component out of the product and putting it
back somewhere else, or taking the component and physically dividing it
Applying Templates
• Addition – cell phones that function as cameras, gloves that work to text and type
• Subtraction – TV series that removed the networks and the timed episodes (like on Netflix)
• Multiplication – table tennis “paddles” that you wear on your hands (the paddle part has been split apart into two surfaces, and the paddle becomes an extension of your arm)
• Division – watches that allow you to change bezels, straps, etc.
What did you learn?
Where do yougo from here?
“This seminar will be a success if . . .”