Questioning Techniques –

ESSENTIAL QUESTIONS  Strategy

My discussion topic in this Instructional Strategies course is Questioning Techniques, as this is such a broad topic I have narrowed it down to Essential Questions strategy which is also quiet broad.  To give a brief outline on how Essential Questions techniques are used in the classroom I have included a video link.  (see below)

https://www.teachingchannel.org/videos/structure-learning-essential-questions

Source: ABOUT ME

Patricia Cross-Bishop (Patti)

Picture of Patricia Cross-Bishop (Patti)

 I am an instructor at BCIT in the Railway Conductor Program. I currently teach 3 courses.

I have been instructing for about 4 years and I recently rewrote a course,  Introduction to Industrial Organization (IO).

I now have some time to take the PIDP Instructor Training program.  My objective for VCC PIDP 3250 course is to improve my Questioning Techniques in my Introduction to IO course.  I am looking to intrinsically motivate and engage the students in learning the key business and operational priorities of the railways.  Ideally at the end of the course they are the resourceful and engaged workers and citizens the railways want to hire.

Patti
Blog information: https://pattistrainingtotrain.wordpress.com

Interests: Family and friends, Running in the trails with friends and our dogs, Director – Ballet Productions Society Canada

PIDP 3100 – Assignment #4(2)

Description 

The quote I have chosen to use for my first reflective writing assignment is “…some suggested strategies for engaging in critical reflection possibly leading to transformative learning are modeling and peer learning, storytelling and dialogue, coaching, and action learning conversations.” Merriam,S.B., Bierema,L.L., (2014). Adult Learning Linking Theory and Practice, Jossey-Bass (pg.93)

Objective 

This quote or idea is about, applying critical reflection to help in transformative learning in the work place.

“What Brookfield and others, hope to do is to open up the possibility of improving the workplace by getting people to question and reflect on the practices of the workplace and their role in these activities and practices.” Merriam,S.B., Bierema,L.L., (2014). Adult Learning Linking Theory and Practice, Jossey-Bass (pg.93)

Reflective

I chose this quote because I was intrigued to learn strategies of critical reflection for transformative learning in the work place as well as the classroom. In my role as an instructor in the BCIT Railway Conductor Program, I know the railways are evolving to replace many conductors and engineer with technology.  Because of this it is important for new hires in the conductor position be prepared to transition into other roles within the company. 

In a Future of jobs report by World Economic Forum it lists the 10 skills you need to survive in the 4th industrial revolution.

10 Skills employers are looking to hire are as follows.  

https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/

As noted above the top 5 skills in the next 2 years is Complex Problem Solving and Critical Thinking.

In a 2014, Nicole Fallon wrote in Business New Daily an article titled “Is Your Team Missing This Important Business Skill?”

“Schools are no longer routinely teaching basic thinking processes, such as rhetoric or the scientific method,” Lawrence told Business News Daily. “Many companies find that they need to provide training in critical thinking.”

“It’s just not something we’re really focused on,” added Siebold, author of “177 Mental Toughness Secrets of The World Class” (London House Press, 2010). “We’re emotional creatures by default. We’re trained to think with emotions instead of using statistics, logic, reason, etc. Society fosters emotion-based thinking and decision making.”

Critical thinkers are open-minded, confident, decisive, not reliant on others’ approval and able to see past their emotions when making choices, Siebold said. To encourage your team to think critically, he advised asking employees how they make most of their decisions. Is it based on concrete proof, rather than a gut feeling? Can the decision be justified beyond the person’s intuition, or be supported by anything that’s not emotionally related? If a person can answer “yes” to these questions, he or she is engaging in a critical thought process.

Anyone is capable of learning and improving critical-thinking skills, but teaching your employees how to do this isn’t always an easy task, especially if, as a leader, you’re prone to quick, thoughtless decisions. The best way to encourage critical thinking is to lead by example, Lawrence said.

“If a CEO makes knee-jerk reactions that do not take all stakeholders into account, it will be hard to cultivate a culture of critical thinking,” Lawrence said. “Good thinking practices should be modeled by the senior management team.”

https://www.businessnewsdaily.com/7532-critical-thinking-in-business.html

My former job involved leadership training, workforce engagement and process improvement.  Our strategy was to interview one on one a sample selection of workers in a department or departments that management found to be challenged or in needed help to move forward in a time of transition. Our process began by asking open questions that would get the individual to question and reflect on the practices of the workplace and their role in these activities and practices. Ultimatly the only way was to have a cross sectional focus group of front line workers, supervisors, and management to work together. Together they needed find solutions to the problem and to have the management lead by example.  The management would get training on how encourage critical thinking by open ended questions that would get the individuals in the group critically thinking of solutions.

Interpretive

The quote helped me connect my two careers. I naturally organized my lessons in a format allows for critical reflection however until now I have not looked at my lessons to see if I could do more to engage the students in critical reflection.

Decisional (view chapter 11)

When I read the above information I realized one of my main objectives as an instructor is to help students hone their critical reflection skills for their future careers by introducing them to the practice of continuous self improvement. I recognized that to do this well I need to create all my lessons using strategies like “modeling and peer learning (Brookfield, 2009), storytelling and dialogue (Tyler,2009), coaching (Fisher-Yoshida,2009), and action learning conversations (Marsick & Maltbia, 2009)”

I can apply this advanced information to my lessons and communications to students by thinking and asking myself, prior to the lesson, the following taxonomy of reflection questions.  

https://peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals.html

As well as asking myself these following lessons. Does my lesson or message speak to students’ minds and hearts? Does it inspire? Could I tell a story, are there inspirational quotes I could use, am I encouraging the students and showing I care? Am I a positive example of the competencies and benefits of developing and using soft skills for continuous learning? 

References 

Merriam,S.B., Bierema,L.L., (2014). Adult Learning Linking Theory and Practice, Jossey-Bass (pg.93)  

https://www.businessnewsdaily.com/7532-critical-thinking-in-business.html

https://peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals.html

 

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PIDP 3100 – Assignment 4 – Reflective Writing #1 February 2, 2019 Patti Cross-Bishop

Description

The quote I have chosen to use for my first reflective writing assignment is “21st Century competencies include deep understanding, flexibility and the capacity to make creative connections and a range of so-called ‘soft skills’ including good team-working.”

Objective

– This quote or idea is about, learning and teaching in the 21st Century. Both teaching and student learning requires a greater emphasis on utilizing, soft skills like creativity in connecting ie., storytelling, strong interpersonal skills like teamwork.

Reflective

– I chose this quote because I believe the concept that we are in a “knowledge economy” and “soft skills” are essential for continuous learning through out an individual’s lifetime.

Interpretive

– This quote was encouraging to me because my natural style of learning and preference in teaching is to utilize soft skills. Incorporated into my teaching outcome is promotion and encouragement of continued development of soft skills. Going forward I will focus on and incorporate into my lessons and correspondence activities that enhance deeper understanding, flexibility and creative connections.

Decisional

– I can apply this advanced information to my lessons and communications to students by thinking and asking myself, prior to the lesson, the following questions. Does my lesson or message speak to students’ minds and hearts? Does it inspire? Could I tell a story, are there inspirational quotes I could use, am I encouraging the students and showing I care? Am I a positive example of the competencies and benefits of developing and using soft skills for continuous learning?

References

Merriam,S.B., Bierema,L.L., (2014). Adult Learning Linking Theory and Practice, Jossey-Bass (pg. 4)

https://www.facultyfocus.com

The Art & Science of Quality

Course Announcements: How to Avoid the Trap of the Info Dump (2019)By: Karen Costa

  • Blooms Taxonomy of Learning Flipped

http://circlesofinnovation.valenciacollege.edu/circles/flipped-learning/

PIDP 3250: Assignment #4

Course Journal

Entry #1

The concept I have chosen from the readings from Chapters 1-4 of the course text book is The Role of Transfer in Active Learning.(Chapter 2, pg.19-20)

To help engage the student in a new concept is to activate prior learning to help them make sense of something new. The brain will search for “…past learnings that are similar to, or associated with, the new learning.”

If the experience already exists then the brain activates the already stored information and reinforces … “the already stored information as well assists in interpreting and applying new meaning to the new information.”

There are two types of transfer that are most important for instruction.

  1. Positive-vs-negative transfer.

“If the connections are accurate then the search results in a positive transfer and that results in the learner can understand and integrate new learnings.

If the connections are incorrect than there is a negative transfer and this creates confusion and errors. “

  1. Near-vs-far transfer.

Near transfer tasks are tasks that look very much alike and follow the same rules. Far transfer tasks are ones that follow the same rules, but are transferred to a different setting. It requires more thinking for the learner.

“There are several factors that affect the quality of transfer: similarity/difference, association, and context and degree of original learning.”

As an instructor in the BCIT Railway Conductor Program I teach Introduction to Industrial Organization, a portion of the course is to teach students the 5 key priorities of railway executives and how these priorities determine the decisions they make.   Some students are not engaged in this portion of the course primarily because they find it not relevant to the conductor role or to getting a job with the railway. Trying to engage these students has been challenging.

After having read the Transfer of Active Learning, I will, in the future, present to the class a current railway scenario that executives have made a decision on.  I will ask the students, in an open discussion, if they have had similar experiences in a past job and what did they or their management did to handle the situation and what was the outcome for the company and for the front line workers.

Then I will ask the students to break into groups and discuss a solution they would come up with as executives while considering the 5 key priorities, and then ask them to present their decision to the class.

After that, I would have an open discussion on what would be the best course of action to take if they were running the railway. Then discuss how their decisions will affect the front line workers.

Following this I will have an open discussion asking why knowing the key executives priorities would have a positive effect on your success as a front line employee.