Poor Students, Rich Teaching by Eric Jensen

Author:Eric Jensen
Language: eng
Format: epub
Publisher: Solution Tree Press
Published: 2019-09-14T16:00:00+00:00

Figure 14.1: Basic problem-solving thinking model.

Remember, a model is an outline of a procedure. Over time, a more advanced learner may embellish it or find shortcuts. But in the beginning, models can be priceless windows into the mental world of thinking skills. Using models is in my top-five list for smart cognitive skill building.

Use Student Verbalization

Ask students to talk through the process of solving a problem. This allows them to better reflect on and receive feedback for their thinking process to improve its quality. This process ranks high in contributing to student achievement. It has a 0.64 effect size, putting it in the top 25 percent of all factors (Hattie, 2009). Here’s how to use this strategy.

1. Students select the problem at their seats and work with partners to talk through it both before they try it out and during the actual problem solving.

2. Students stand as they share their thinking during a whole-class discussion; you help guide them to think more deeply or find more useful ways of understanding a topic.

Use Powerful Questions

Teachers whose students struggle with reasoning typically ask one or two questions, often those that probe for answers like, “What is …?” or “Which of the …?” Teachers who excel at teaching reasoning use a sequence of questions to develop thinking. You might hear the following questions. Visit go.SolutionTree.com/instruction for a reproducible of these questions.

• “Tell me again please, what claim are you making?”

• “What’s your evidence for saying that?”

• “Can you connect what (another student) just said to your comments? Do you feel different or the same; do you agree or disagree?”

• “If that happened, what might happen next?”

• “What are probable causes for that?”

• “Why did they do it this way, and can you think of other ways to do it?”

You will want to have your own process for using powerful questions. Here’s mine.

• Provide sufficient wait time (five to ten minutes).

• Model how to answer (say, “That is true because of …”).

• Never accept easy answers (such as, “Yes,” or “No,” or “I don’t know”). Challenge students to do more. Ask them to listen to the next two students and then make a fresh guess.

• Keep higher-order question stems posted and refer to them often. Ensure everyone participates, and thank each student for contributing. (“How would you respond to the criticism that ___________?” “In what way could you explain that to a newcomer?” “What could be an alternative explanation for your conclusion?” “What might an outsider to this issue say?” “What is your strongest argument that this is true?” “If it was false, what would be the most likely reason?”)

You can say, “Thanks for jumping in” or “I love your ideas.” The core understanding here is simple. Reasoning skills, one of the absolute basics of higher-order thinking and executive functioning, are a teachable process. If you fail to teach them, your students may miss out for the rest of their lives on the skills you take for granted. Now, let’s take your students to an even higher cognitive level.

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