Innovation, PYP

“Mine is good. Is yours?”

 

I love – no, adore – my dog.  Seriously.  We hang out together a lot.  She is perfect in every way (not at all biased).  Thing is, she doesn’t like other dogs.  We don’t know her history having adopted her from the Humane Society, but we do know there was evidence of abuse in her past.  Why she doesn’t like other dogs is a mystery. Protecting me? Scared of them? Bad experience? Probably.

We spend a lot of time with Abby on off-leash trails.  So do a lot of other people in Boise. Whenever we see another “incoming” off-leash dog, we make a show of stopping, calling her in, and leashing her. This is often met with a familiar phrase from the approaching dog-owner: “Ours is good! Is yours?”.

Is Abby “good”?

She is better than good.  She is perfect! But every time, I have to answer, “No”. I usually follow this up with “She’s not a fan of other dogs” but it gets to me that I have to answer no when describing the world’s “good-est” dog.

Today on our walk, we didn’t encounter anyone but I was thinking about it for the duration and wondering how what we say and the generalizations we can make as teachers, impact our students.  Again, it comes down to asking good questions.  It got me thinking about being more specific in my questions and asking questions in a way that allows kids to form an answer that most accurately describes their situation.  Now, I know this is not rocket science, but it was definitely a good “tip for the coming year” reminder to myself.

I came across an article that described the purpose of different questions. Who knew there were so many!? More brain food to ingest as the new school year approaches.

 

The Role of Questions

Deep questions drive our thought underneath the surface of things, force us to deal with complexity.

Questions of purpose force us to define our task.

Questions of information force us to look at our sources of information as well as at the quality of our information.

Questions of interpretation force us to examine how we are organizing or giving meaning to information.

Questions of assumption force us to examine what we are taking for granted.

Questions of implication force us to follow out where our thinking is going.

Questions of point of view force us to examine our point of view and to consider other relevant points of view.

Questions of relevance force us to discriminate what does and what does not bear on a question.

Questions of accuracy force us to evaluate and test for truth and correctness.

Questions of precision force us to give details and be specific.

Questions of consistency force us to examine our thinking for contradictions.

Questions of logic force us to consider how we are putting the whole of our thought together, to make sure that it all adds up and makes sense within a reasonable system of some kind.

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