Many
times we get trapped in "correct and wrong". We ask question to check
the understanding, many times may be putting down the child when the
responses are not as per our expectations.
Key processing questions (KPQ) saves the adults from getting into the trap of right and wrong. We are conditioned to find right and wrong in maths, science and language.
I read the activity below and I saw a lot of potential to stimulate the child for various concept, think from various perspectives as well danger of killing it with the child getting into the trap of right process of doing the activity, drawing the bar chart etc etc.
Some examples of KPQ for the above activity are below - initially ask questions to CONNECT with the child (not to discard the efforts), then ask questions which allows the child to think in different perspectives (avoid expecting answers or start judging the child or the answer). In some places you may share "I do like this" and ask child to teach his style. .Below are some examples -
You may ask more questions, not to teach but to learn form the child his perspective).
Open for more discussion on the above.
Key processing questions (KPQ) saves the adults from getting into the trap of right and wrong. We are conditioned to find right and wrong in maths, science and language.
I read the activity below and I saw a lot of potential to stimulate the child for various concept, think from various perspectives as well danger of killing it with the child getting into the trap of right process of doing the activity, drawing the bar chart etc etc.
ACTIVITY - LOGIC: Make three columns in your notebook. Name each column
as "small", "medium" and "big". As the vehicles pass by you, put a dot
in the respective column according to size of the vehicle and after 5
minutes count the total in each column.
Some examples of KPQ for the above activity are below - initially ask questions to CONNECT with the child (not to discard the efforts), then ask questions which allows the child to think in different perspectives (avoid expecting answers or start judging the child or the answer). In some places you may share "I do like this" and ask child to teach his style. .Below are some examples -
You may ask more questions, not to teach but to learn form the child his perspective).
- How do you normally count?
- So, what according to you is big and small?
- What if medium is bigger than big?
- How big is big?
- How else can you count?
- Why do you count?
- What else can you do to know to the total number of vehicles?
- What else can you do with this data?
- Do you see any patterns in the vehicles counting?
- What if you cannot use fingers to count?
2 comments:
A challenge that we are facing is that the children are looking most of the times for answers, and probing questions that supposedly may stimulate thinking, ends up irritating them and they disengage with the activity itself. How do you respond to 'Why don't you just tell me the answer to what I am asking'. They don't want a question in response to a question.
Same condition in our house also. They directly want answer only.
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