[learners] may be self-censoring their questions due to cultural pressures. (Berger, 58 pag.)
What are the cultural norms in our learning community around asking questions? Who has permission to ask questions?
But this issue of “Who gets to ask the questions in class?” touches on purpose, power, control, and, arguably, even race and social class. (Berger, 56 pag.)
If learners are self-censoring their questions because of cultural pressures, who really has permission to ask questions?
How might we create space and opportunity for additional voices to contribute questions? What if we leverage tools – technology, protocols, strategies – to offer every learner new ways to have a voice?
What would it look and sound like in the average classroom if we wanted to make “being wrong” less threatening? (Berger, 50 pag.)
What is to be gained from using feedback loops as a way to make the possibility of “being wrong” less threatening?
Image from Kato Nim's 4th Grade Class
How might we show that what we don’t know gives direction for learning and growth?
Summer Reading using VTR: Sentence-Phrase-Word: A More Beautiful Question Chapter 2: Why We Stop Questioning?
If learners are self-censoring their questions because of cultural pressures, what actions should/can/will be taken?
Chapter 2 is full of interesting, important questions and ideas to ponder.
Why do kids ask so many questions? (And how do we really feel about that?) Why does questioning fall off a cliff? Can a school be built on questions? Who is entitled to ask questions in class? If we’re born to inquire, then why must it be taught? (Berger, 39 pag.)
I have many notes in my book. I am part of a cohort reading this book. I know that others will highlight and help discuss additional ideas from this chapter.
Berger, Warren (2014-03-04). A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas . BLOOMSBURY PUBLISHING. Kindle Edition.