A classroom overflowing with questions
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Description
Book Introduction
A book has been published that aims to create a classroom where students can think and grow independently, centered on questions and conversations.
In a rigid classroom focused on entrance exams, students wander around without asking questions or having conversations.
Rather than exploring their own curiosity and pursuing their own path, they focus on memorizing answers or activities that are advantageous for entrance exams, and fail to experience learning that is connected to life.
To overcome these challenges, teachers who create classrooms must foster vibrant learning environments where students can actively ask questions and engage in conversation.
In "A Classroom Overflowing with Questions," author Lee Ki-ho introduces a methodology for teaching centered on dialogue, which he has explored over the past 12 years as a senior teacher.
This book introduces a student-centered teaching method, providing concrete case studies to help students manage the questions and topics they raise.
In this way, it provides practical guidance for learners to think and grow on their own, and focuses on expanding students' thinking skills and transforming the classroom into a meaningful learning environment through interactive teaching tools such as learning questions, stepping stones questions, essential questions, and application questions.
This book is divided into three parts.
Part 1 covers why teachers should use questions in class and the importance of dialogic learning, while Part 2 provides specific preparations and examples for effective question-based classes.
Finally, Part 3 provides step-by-step introduction, development, and organization of actual class examples that apply dialogic learning methods to science, ethics, and social studies, helping students easily apply them in the field.
This book, which completes a classroom where students and teachers can communicate and grow together, will be a reliable companion for all teachers who dream of authentic learning and communication.
In a rigid classroom focused on entrance exams, students wander around without asking questions or having conversations.
Rather than exploring their own curiosity and pursuing their own path, they focus on memorizing answers or activities that are advantageous for entrance exams, and fail to experience learning that is connected to life.
To overcome these challenges, teachers who create classrooms must foster vibrant learning environments where students can actively ask questions and engage in conversation.
In "A Classroom Overflowing with Questions," author Lee Ki-ho introduces a methodology for teaching centered on dialogue, which he has explored over the past 12 years as a senior teacher.
This book introduces a student-centered teaching method, providing concrete case studies to help students manage the questions and topics they raise.
In this way, it provides practical guidance for learners to think and grow on their own, and focuses on expanding students' thinking skills and transforming the classroom into a meaningful learning environment through interactive teaching tools such as learning questions, stepping stones questions, essential questions, and application questions.
This book is divided into three parts.
Part 1 covers why teachers should use questions in class and the importance of dialogic learning, while Part 2 provides specific preparations and examples for effective question-based classes.
Finally, Part 3 provides step-by-step introduction, development, and organization of actual class examples that apply dialogic learning methods to science, ethics, and social studies, helping students easily apply them in the field.
This book, which completes a classroom where students and teachers can communicate and grow together, will be a reliable companion for all teachers who dream of authentic learning and communication.
index
Recommendation
Introduction
Part 1: The Gestures of Life Past, and the Traces Left Behind
01 What new horizons have opened up for you through your 30 years as a teacher, filled with questions?
Embarrassing first days
Unwelcome guest mannerisms
The good fortune of being a dedicated teacher opens my eyes to the classroom.
Finally, a class full of questions
The joy and delight I gained from class
Questions about the re-throw class
02 Have you ever had these concerns?
skepticism as a teacher
I want to do well in class
It's hard to create teaching materials
I want to teach a class that combines philosophy and life.
03 What is a class full of questions?
Would you like to introduce a class full of questions?
What questions should teachers ask?
What types of questions are there?
Opening a Question Class with the 'Three-Way' Question Method
So how do you create a question?
Part 2: A New, Powerful Start, and the Wings for That Powerful Start
04 What are the pre-class strategies for a class overflowing with questions?
Change the classroom atmosphere to positive mode.
'Aha, I see!' exclamation
'It's okay!' Encouragement
Pairing up
Forming a group
Setting up a class
Pre-Learning Strategies for Effective Learning Conversations
05 What are effective motivational strategies for a class overflowing with questions?
Break down students' cognitive structures
Give an unexpected example
Provide an example where important requirements or information are missing.
Present challenging learning tasks
Actively leverage students' lives and experiences.
Ask effective questions
Confuse existing common sense knowledge
Give us a sneak peek of the next lesson
Part 3: A gesture of hope that runs powerfully, and the anchor of hope that falls upon that gesture.
06 Now, shall we go into a class full of questions?
-The reality of a science class overflowing with questions
This is how to introduce a class
The class progresses like this
This is how I organize my classes
-The reality of a moral class overflowing with questions
This is how to introduce a class
The class progresses like this
This is how I organize my classes
-The reality of social studies classes overflowing with questions
This is how to introduce a class
The class progresses like this
This is how I organize my classes
Concluding remarks
References
Introduction
Part 1: The Gestures of Life Past, and the Traces Left Behind
01 What new horizons have opened up for you through your 30 years as a teacher, filled with questions?
Embarrassing first days
Unwelcome guest mannerisms
The good fortune of being a dedicated teacher opens my eyes to the classroom.
Finally, a class full of questions
The joy and delight I gained from class
Questions about the re-throw class
02 Have you ever had these concerns?
skepticism as a teacher
I want to do well in class
It's hard to create teaching materials
I want to teach a class that combines philosophy and life.
03 What is a class full of questions?
Would you like to introduce a class full of questions?
What questions should teachers ask?
What types of questions are there?
Opening a Question Class with the 'Three-Way' Question Method
So how do you create a question?
Part 2: A New, Powerful Start, and the Wings for That Powerful Start
04 What are the pre-class strategies for a class overflowing with questions?
Change the classroom atmosphere to positive mode.
'Aha, I see!' exclamation
'It's okay!' Encouragement
Pairing up
Forming a group
Setting up a class
Pre-Learning Strategies for Effective Learning Conversations
05 What are effective motivational strategies for a class overflowing with questions?
Break down students' cognitive structures
Give an unexpected example
Provide an example where important requirements or information are missing.
Present challenging learning tasks
Actively leverage students' lives and experiences.
Ask effective questions
Confuse existing common sense knowledge
Give us a sneak peek of the next lesson
Part 3: A gesture of hope that runs powerfully, and the anchor of hope that falls upon that gesture.
06 Now, shall we go into a class full of questions?
-The reality of a science class overflowing with questions
This is how to introduce a class
The class progresses like this
This is how I organize my classes
-The reality of a moral class overflowing with questions
This is how to introduce a class
The class progresses like this
This is how I organize my classes
-The reality of social studies classes overflowing with questions
This is how to introduce a class
The class progresses like this
This is how I organize my classes
Concluding remarks
References
GOODS SPECIFICS
- Date of issue: January 15, 2025
- Page count, weight, size: 256 pages | 153*225*11mm
- ISBN13: 9788999732836
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