Question Class Recipe
 |
Description
Book Introduction
In the ChatGPT era, classes that cultivate academic performance and future capabilities.
Question Class Recipe
Artificial intelligence has emerged as a producer of new knowledge, going beyond simply providing information.
Education should now focus on developing the ability to discover problems and grasp their essence, an area where humans excel better than artificial intelligence, rather than on acquiring knowledge or finding the right answers.
The best way to do this is to 'ask questions'.
The Ministry of Education's 'Questioning School' policy may not be unrelated to this.
This book covers the theory and practice of inquiry classes.
Above all, it provides detailed guidance on how to create classes that improve the quality of learning through ‘good questions.’
The book's diverse classroom examples clearly demonstrate how students voluntarily participate in learning through questions, developing both academic performance and future capabilities.
You will receive concrete help in designing classes that stimulate students' curiosity by focusing on inquiry questions and allowing them to discover new problems and explore their essence on their own.
Question Class Recipe
Artificial intelligence has emerged as a producer of new knowledge, going beyond simply providing information.
Education should now focus on developing the ability to discover problems and grasp their essence, an area where humans excel better than artificial intelligence, rather than on acquiring knowledge or finding the right answers.
The best way to do this is to 'ask questions'.
The Ministry of Education's 'Questioning School' policy may not be unrelated to this.
This book covers the theory and practice of inquiry classes.
Above all, it provides detailed guidance on how to create classes that improve the quality of learning through ‘good questions.’
The book's diverse classroom examples clearly demonstrate how students voluntarily participate in learning through questions, developing both academic performance and future capabilities.
You will receive concrete help in designing classes that stimulate students' curiosity by focusing on inquiry questions and allowing them to discover new problems and explore their essence on their own.
- You can preview some of the book's contents.
Preview
index
prolog
[Chapter 1] The Value of Questions
Why a question class?
01 Justification/ A world where good questions become weapons
02 Definition of Concept/What is a Question?
03 Cultural Characteristics/ Why are there no questions in our classes?
04 Educational Significance/Question Why should we teach classes?
05 Required Support/Question How to create a class environment?
06 Questions suitable for class/What are good questions?
07 Lesson Steps/Questions How to ask questions at each lesson step?
[Chapter 2] Question-Generating Strategies
How to ask a question?
01 Premise of the Question/ If you don't think, there is no question.
02 Setting up a compass/ Creating inquiry questions based on achievement criteria
03 Why? What if? What if I? / What are some strategies for making meaningful questions easy to ask?
04 Content-Deepening-Application-Synthesis/ What should be included in the question?
05 Raphael's 4-Step Model/ Deepening Learning Through Questions
06 Question Note/What is the effect of writing a question note?
[Chapter 3] Play Activities
Get familiar with questions through fun games!
01 Find common ground with your partner/Questions open hearts and connect with each other!
02 Jinjinga/ Find one fake!
03 Group Question Game/ Present, ask questions, and answer!
04 Question Bingo Game/ Create questions where the concept is the correct answer!
05 Image Cover Play/Changing the cover makes me curious!
06 Deepening reflection amidst nagging questions
[Chapter 4] Class Model
Question Classes: How to Design Them?
01 Overview/How are questions used in the class model?
02 Havruta/ Ask questions and discuss freely!
03 Q&R Learning Model/ Learning begins with questions, learning is summarized through responses.
04 Flipped Classroom/From a Teaching Space to a Learning Space
05 Philosophical Inquiry Community/ Turning the classroom into a place of philosophical inquiry overflowing with learning
06 Project Class/ Connecting Children's Lives and Learning
07 Reading Class/ Reading and Questioning Meet, Giving Wings to Learning
[Chapter 5] The Art of Questioning
Create great questions to use in class right away
01 Create questions with learning objectives / The best motivational activities to wake up your brain
02 Creating questions using the six principles/ Exploring with questions
03 Question Storming/ Seeking Problem Solutions Through Quantitative Questions
04 Picture Book Question Class/ Looking Into Yourself Through Picture Books
05 DVDM Questioning Method/ Asking about Definitions, Values, Challenges, and Solutions
06 KWLM Questioning/ What have you learned and what do you want to know more about?
07 5WHY Question Class/ The more questions you ask, the closer you get to the root of the problem.
08 Scamper Question Method/ The more questions you ask, the more creative ideas you get.
09 Flashcard Question Activity/Understanding Concepts Clarified Through Interactive Questions
10 Questions World Cafe / Share your thoughts through questions in a comfortable atmosphere.
11 Questions in a Round/Getting to Know Different Thoughts on the Same Question
12 Question Gallery Walk/ A time for presenters and questioners to grow together
13. Create a question with the correct answer/Question the correct answer in reverse
14 Classical Chinese Question Class/Internalize and reflect on the writings of the sages through questions.
[Chapter 6] ChatGPT and Question Class
The best questioner dominates AI!
01 Chat GPT and Educational Innovation / Why We Need to Move Away from Finding the Right Answer
02 Connecting Gateway/Question: Connecting Humans and Generative AI
03 How to use competent secretary/chat GPT in class?
04 Chat GPT Question Class/ How to Ask Perfect Questions?
05 Blind faith and abuse/ Precautions when using ChatGPT
Epilogue
References
[Chapter 1] The Value of Questions
Why a question class?
01 Justification/ A world where good questions become weapons
02 Definition of Concept/What is a Question?
03 Cultural Characteristics/ Why are there no questions in our classes?
04 Educational Significance/Question Why should we teach classes?
05 Required Support/Question How to create a class environment?
06 Questions suitable for class/What are good questions?
07 Lesson Steps/Questions How to ask questions at each lesson step?
[Chapter 2] Question-Generating Strategies
How to ask a question?
01 Premise of the Question/ If you don't think, there is no question.
02 Setting up a compass/ Creating inquiry questions based on achievement criteria
03 Why? What if? What if I? / What are some strategies for making meaningful questions easy to ask?
04 Content-Deepening-Application-Synthesis/ What should be included in the question?
05 Raphael's 4-Step Model/ Deepening Learning Through Questions
06 Question Note/What is the effect of writing a question note?
[Chapter 3] Play Activities
Get familiar with questions through fun games!
01 Find common ground with your partner/Questions open hearts and connect with each other!
02 Jinjinga/ Find one fake!
03 Group Question Game/ Present, ask questions, and answer!
04 Question Bingo Game/ Create questions where the concept is the correct answer!
05 Image Cover Play/Changing the cover makes me curious!
06 Deepening reflection amidst nagging questions
[Chapter 4] Class Model
Question Classes: How to Design Them?
01 Overview/How are questions used in the class model?
02 Havruta/ Ask questions and discuss freely!
03 Q&R Learning Model/ Learning begins with questions, learning is summarized through responses.
04 Flipped Classroom/From a Teaching Space to a Learning Space
05 Philosophical Inquiry Community/ Turning the classroom into a place of philosophical inquiry overflowing with learning
06 Project Class/ Connecting Children's Lives and Learning
07 Reading Class/ Reading and Questioning Meet, Giving Wings to Learning
[Chapter 5] The Art of Questioning
Create great questions to use in class right away
01 Create questions with learning objectives / The best motivational activities to wake up your brain
02 Creating questions using the six principles/ Exploring with questions
03 Question Storming/ Seeking Problem Solutions Through Quantitative Questions
04 Picture Book Question Class/ Looking Into Yourself Through Picture Books
05 DVDM Questioning Method/ Asking about Definitions, Values, Challenges, and Solutions
06 KWLM Questioning/ What have you learned and what do you want to know more about?
07 5WHY Question Class/ The more questions you ask, the closer you get to the root of the problem.
08 Scamper Question Method/ The more questions you ask, the more creative ideas you get.
09 Flashcard Question Activity/Understanding Concepts Clarified Through Interactive Questions
10 Questions World Cafe / Share your thoughts through questions in a comfortable atmosphere.
11 Questions in a Round/Getting to Know Different Thoughts on the Same Question
12 Question Gallery Walk/ A time for presenters and questioners to grow together
13. Create a question with the correct answer/Question the correct answer in reverse
14 Classical Chinese Question Class/Internalize and reflect on the writings of the sages through questions.
[Chapter 6] ChatGPT and Question Class
The best questioner dominates AI!
01 Chat GPT and Educational Innovation / Why We Need to Move Away from Finding the Right Answer
02 Connecting Gateway/Question: Connecting Humans and Generative AI
03 How to use competent secretary/chat GPT in class?
04 Chat GPT Question Class/ How to Ask Perfect Questions?
05 Blind faith and abuse/ Precautions when using ChatGPT
Epilogue
References
Detailed image
Into the book
Since ancient times, humanity has sought to explain the meaning of life and existence through questions, and this has become the driving force behind human growth.
--- p.16
In inquiry classes, students show continued curiosity and exploration of what they have already learned.
Through this, not only grades but also future capabilities are developed.
--- p.18
There are many different questions in the world, and when you ask a question can tell you why you're asking it.
--- p.24
To form a question, you have to think deeply.
And as you share your thoughts with your partner (friend), your learning expands beyond the text.
--- p.34
Half of the question class is speaking, and the other half is listening.
No one person should speak unilaterally, and there should be a balance between speaking and listening.
--- p.46
A 'class without questions' only conveys textbook knowledge, but a 'class with questions' can expand the scope of learning beyond the textbook to life and society.
--- p.55
There are some things teachers must keep in mind when analyzing achievement standards.
That is, we need to focus on the verb.
--- p.64
Students don't usually have many opportunities to think about what they like.
There are even quite a few students who don't really know what they like.
However, in the group question game, not only will you have the opportunity to think carefully about what you like for your presentation, but you will also have the opportunity to reflect on what you really like as you answer your friends' questions.
--- p.100
‘Questions’ are by far the most prominent method of student participation in class.
This is because it can continuously lead to students' proactive participation by applying it consistently in class rather than just one-time participation.
--- p.116
To formulate questions based on learning objectives, students must draw on all of their prior knowledge about the topic.
And in the process of creating questions, you will read the textbook carefully and understand the overall flow of the class.
--- p.193
Questions are the gateway connecting ChatGPT and humans.
The ability of users to ask questions is equally important in obtaining the information they want, especially quality information.
Because the level of satisfaction with the results varies significantly depending on the question.
--- p.266
The more specific you are in your input prompts, the more likely you are to output evaluation metrics that are relevant to the purpose of a particular task.
--- p.283
There are some things to keep in mind when designing a question class using ChatGPT.
That's the point, you shouldn't focus too much on the technical part.
If we do that, there is a risk of deviating from the essence of the class.
--- p.290
You could also try a discussion class where all students engage in ChatGPT.
For example, assign ChatGPT a role for or against and discuss it with the entire student body.
--- p.16
In inquiry classes, students show continued curiosity and exploration of what they have already learned.
Through this, not only grades but also future capabilities are developed.
--- p.18
There are many different questions in the world, and when you ask a question can tell you why you're asking it.
--- p.24
To form a question, you have to think deeply.
And as you share your thoughts with your partner (friend), your learning expands beyond the text.
--- p.34
Half of the question class is speaking, and the other half is listening.
No one person should speak unilaterally, and there should be a balance between speaking and listening.
--- p.46
A 'class without questions' only conveys textbook knowledge, but a 'class with questions' can expand the scope of learning beyond the textbook to life and society.
--- p.55
There are some things teachers must keep in mind when analyzing achievement standards.
That is, we need to focus on the verb.
--- p.64
Students don't usually have many opportunities to think about what they like.
There are even quite a few students who don't really know what they like.
However, in the group question game, not only will you have the opportunity to think carefully about what you like for your presentation, but you will also have the opportunity to reflect on what you really like as you answer your friends' questions.
--- p.100
‘Questions’ are by far the most prominent method of student participation in class.
This is because it can continuously lead to students' proactive participation by applying it consistently in class rather than just one-time participation.
--- p.116
To formulate questions based on learning objectives, students must draw on all of their prior knowledge about the topic.
And in the process of creating questions, you will read the textbook carefully and understand the overall flow of the class.
--- p.193
Questions are the gateway connecting ChatGPT and humans.
The ability of users to ask questions is equally important in obtaining the information they want, especially quality information.
Because the level of satisfaction with the results varies significantly depending on the question.
--- p.266
The more specific you are in your input prompts, the more likely you are to output evaluation metrics that are relevant to the purpose of a particular task.
--- p.283
There are some things to keep in mind when designing a question class using ChatGPT.
That's the point, you shouldn't focus too much on the technical part.
If we do that, there is a risk of deviating from the essence of the class.
--- p.290
You could also try a discussion class where all students engage in ChatGPT.
For example, assign ChatGPT a role for or against and discuss it with the entire student body.
--- p.297
Publisher's Review
The strength to navigate uncertain times,
Developing through question classes!
What skills do children need to live with artificial intelligence?
Education is also evolving with the changing times.
In the past, during the agricultural and industrial era, people who studied a lot were considered intellectuals, and the specialized knowledge and skills they acquired were valuable assets that could be used throughout their lives.
Education naturally focused on finding the single correct answer as quickly as possible.
But now, things have changed so much that it is difficult to predict even an inch ahead.
Most of the real-world problems that students will face in the future cannot be solved with a single correct answer.
Depending on the perspective, it can be a completely different problem, and even if it appears to be a single problem at first glance, there are many cases where complex interests are intertwined and require various solutions.
In times like these, we need the power to understand the essence of the problem, and this is possible through asking the right questions.
Because a good question itself becomes a compass that guides us toward problem solving.
Of course, the importance of questions did not come to light just yesterday or today.
The source of humanity's power, which has enabled it to wisely solve countless difficult problems and grow over a long period of time, lies in constantly asking itself questions.
In this way, questions are the driving force and key word of human development that transcends time and culture.
With artificial intelligence growing at an alarming rate day by day and uncertainty growing ever deeper, education that fosters the power of questioning has become more urgent than ever.
Why a 'Questioning School'?
Generative AI, like ChatGPT, is already quickly summarizing vast amounts of data, generating answers users want, and creating new knowledge content.
Moreover, school education also needs to change for children who will have to live with artificial intelligence in their daily lives, including artificial general intelligence (AGI) and even artificial superintelligence (ASI).
In particular, it is appropriate to focus on developing the skills necessary to collaborate with artificial intelligence and the ability to perform better than artificial intelligence.
To this end, classes should provide students with more opportunities to set their own problems, ask questions, think, and continuously learn.
In this social climate, the Ministry of Education is also promoting the "Questioning School" policy as a means of strengthening the competitiveness of public education.
It is about developing students' ability to question, think, explore, immerse themselves, express themselves, solve problems, and then create new questions based on these questions.
The purpose of this policy is to help students grow into self-directed learners through free questioning, sharing of ideas, and discussion, rather than simply studying to find the right answer.
To this end, we need to consider diverse teaching and assessment methods that can foster future capabilities such as creativity and problem-solving skills through questioning.
In particular, it emphasizes 'exploratory questions' that allow students to actively expand their own thinking and learning.
Covering play activities, strategies and skills, and a variety of lesson models.
Almost everything in the question class
No matter how hard a teacher teaches, if children have no interest in the content or feel that the content is not relevant to their reality, they will easily become bored and turn away.
However, if we focus only on fun participation, it is questionable whether we can actually achieve meaningful learning for students.
Therefore, the author of this book proposes a question class.
Questions are a medium that encourages students to actively participate in class.
As you go beyond simple participation and ask yourself questions, learning becomes not only more enjoyable but also deeper.
However, the questioning class discussed in this book is not about questions that can be answered with a simple yes/no answer or closed questions that require only one correct answer, but rather about helping you create good questions like the following.
-Questions that stimulate curiosity and exploratory thinking
-Questions that lead you to find better answers on your own
-Questions that encourage self-directed learning by immersing oneself in learning.
-Questions that develop problem-solving skills
-Questions that connect learning and life
You can't develop good questions overnight without consistent practice.
This book covers almost everything about the inquiry class in six chapters.
In the first chapter, we discuss why we should teach questioning classes by looking at the meaning of questions and why questions are absent in our country's classes.
To develop questioning skills, students should be given regular opportunities to ask questions in class.
Chapter 2 discusses how to ask questions, introducing specific methods for creating questions and classroom examples.
Chapter 3 introduces play activities that generate questions.
For children who are still unfamiliar with making questions, the fun element of play will lower the barrier and relieve the burden.
Chapter 4 covers lesson models that can be used as reference when designing inquiry classes.
We introduce how questions are used in various teaching models such as Havruta, project-based learning, and flipped classroom, along with actual classroom examples.
Chapter 5 introduces questioning strategies that anyone can immediately use in class, along with 14 case studies of questioning classes.
The last six chapters contain questions and notes on using artificial intelligence.
In particular, we pay attention to 'prompt', which is a command that prompts ChatGPT to generate the answer the user wants.
This is because prompts are mostly in the form of questions (or instructions).
By referring to the teaching examples provided in this chapter, you will be able to design classes that naturally develop students' questioning skills by utilizing artificial intelligence.
When questions abound in class, the classroom naturally becomes a cradle of self-directed learning.
By referring to the various lesson models, play activities, strategies, and techniques contained in this book, you will be able to create meaningful inquiry lessons tailored to your own classroom situation.
Developing through question classes!
What skills do children need to live with artificial intelligence?
Education is also evolving with the changing times.
In the past, during the agricultural and industrial era, people who studied a lot were considered intellectuals, and the specialized knowledge and skills they acquired were valuable assets that could be used throughout their lives.
Education naturally focused on finding the single correct answer as quickly as possible.
But now, things have changed so much that it is difficult to predict even an inch ahead.
Most of the real-world problems that students will face in the future cannot be solved with a single correct answer.
Depending on the perspective, it can be a completely different problem, and even if it appears to be a single problem at first glance, there are many cases where complex interests are intertwined and require various solutions.
In times like these, we need the power to understand the essence of the problem, and this is possible through asking the right questions.
Because a good question itself becomes a compass that guides us toward problem solving.
Of course, the importance of questions did not come to light just yesterday or today.
The source of humanity's power, which has enabled it to wisely solve countless difficult problems and grow over a long period of time, lies in constantly asking itself questions.
In this way, questions are the driving force and key word of human development that transcends time and culture.
With artificial intelligence growing at an alarming rate day by day and uncertainty growing ever deeper, education that fosters the power of questioning has become more urgent than ever.
Why a 'Questioning School'?
Generative AI, like ChatGPT, is already quickly summarizing vast amounts of data, generating answers users want, and creating new knowledge content.
Moreover, school education also needs to change for children who will have to live with artificial intelligence in their daily lives, including artificial general intelligence (AGI) and even artificial superintelligence (ASI).
In particular, it is appropriate to focus on developing the skills necessary to collaborate with artificial intelligence and the ability to perform better than artificial intelligence.
To this end, classes should provide students with more opportunities to set their own problems, ask questions, think, and continuously learn.
In this social climate, the Ministry of Education is also promoting the "Questioning School" policy as a means of strengthening the competitiveness of public education.
It is about developing students' ability to question, think, explore, immerse themselves, express themselves, solve problems, and then create new questions based on these questions.
The purpose of this policy is to help students grow into self-directed learners through free questioning, sharing of ideas, and discussion, rather than simply studying to find the right answer.
To this end, we need to consider diverse teaching and assessment methods that can foster future capabilities such as creativity and problem-solving skills through questioning.
In particular, it emphasizes 'exploratory questions' that allow students to actively expand their own thinking and learning.
Covering play activities, strategies and skills, and a variety of lesson models.
Almost everything in the question class
No matter how hard a teacher teaches, if children have no interest in the content or feel that the content is not relevant to their reality, they will easily become bored and turn away.
However, if we focus only on fun participation, it is questionable whether we can actually achieve meaningful learning for students.
Therefore, the author of this book proposes a question class.
Questions are a medium that encourages students to actively participate in class.
As you go beyond simple participation and ask yourself questions, learning becomes not only more enjoyable but also deeper.
However, the questioning class discussed in this book is not about questions that can be answered with a simple yes/no answer or closed questions that require only one correct answer, but rather about helping you create good questions like the following.
-Questions that stimulate curiosity and exploratory thinking
-Questions that lead you to find better answers on your own
-Questions that encourage self-directed learning by immersing oneself in learning.
-Questions that develop problem-solving skills
-Questions that connect learning and life
You can't develop good questions overnight without consistent practice.
This book covers almost everything about the inquiry class in six chapters.
In the first chapter, we discuss why we should teach questioning classes by looking at the meaning of questions and why questions are absent in our country's classes.
To develop questioning skills, students should be given regular opportunities to ask questions in class.
Chapter 2 discusses how to ask questions, introducing specific methods for creating questions and classroom examples.
Chapter 3 introduces play activities that generate questions.
For children who are still unfamiliar with making questions, the fun element of play will lower the barrier and relieve the burden.
Chapter 4 covers lesson models that can be used as reference when designing inquiry classes.
We introduce how questions are used in various teaching models such as Havruta, project-based learning, and flipped classroom, along with actual classroom examples.
Chapter 5 introduces questioning strategies that anyone can immediately use in class, along with 14 case studies of questioning classes.
The last six chapters contain questions and notes on using artificial intelligence.
In particular, we pay attention to 'prompt', which is a command that prompts ChatGPT to generate the answer the user wants.
This is because prompts are mostly in the form of questions (or instructions).
By referring to the teaching examples provided in this chapter, you will be able to design classes that naturally develop students' questioning skills by utilizing artificial intelligence.
When questions abound in class, the classroom naturally becomes a cradle of self-directed learning.
By referring to the various lesson models, play activities, strategies, and techniques contained in this book, you will be able to create meaningful inquiry lessons tailored to your own classroom situation.
GOODS SPECIFICS
- Date of issue: July 3, 2024
- Page count, weight, size: 308 pages | 476g | 153*225*20mm
- ISBN13: 9791189404994
- ISBN10: 1189404990
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