1. What is the difference between a well-designed question
and an ill-designed question? Give an
example of both based off the grade that you want to teach. (memory/apply)
2. Comprehensive monitoring requires periodically checking
oneself for recall and understanding. In
your future classroom, how will you teach and encourage your students to use
comprehensive monitoring? (apply)
1. A well-defined question has all the information in the problem to find the one correct solution. One example of this in geometry is when a student is asked to find the value of x (maybe a missing angle measure of a quadrilateral) and they are told the sum of the angles have a measure of 360. They have all the necessary information to solve the problem and the student knows that only one value can be true for x. An ill-defined question would be one where information is missing, more than one answer is possible, and the central idea or goal is unclear. I would consider this a memory and apply question as well. I am stating the definitions in my own words and providing proof that I have a general understanding by applying the definition toward a subject that I am familiar with.
ReplyDelete2. Comprehensive monitoring is used quite often in my classroom. One of the most common strategies I use is a reflection time between segments of new learning. Rather than bog down students with new information without stopping, every ten minutes or so, I have questions embedded in my presentation to induce discussion in small or whole group situations. I believe this is helpful for giving students a mental break, and it also allows them time to think back to what they are actually learning. Do they understand it? What is most important? How are we applying this new information? What is unclear? I believe your question definitely is an application type question. I had to understand what comprehensive monitoring is to be able to make it relevant to my content area.