Guidance on different questioning techniques, positive enquiry and open questions, closed, leading and loaded questions, pitfalls and pointers
Image credit: <a>artqu / 123RF Stock Photo</a>
The document discusses the power of asking questions as a coaching/management tool. It notes that questions can generate awareness and responsibility. It also outlines some common mistakes in questioning such as asking too many questions, asking leading questions, or asking intimate questions too soon. Effective questions can refocus thought, help people feel more powerful, tap into creativity, and create a sense of challenge or opportunity rather than a problem.
Sarah Taylor completed a final assignment for a Design Action Thinking Lab. She learned that she needs to redefine her definitions of "creative" and "creativity" and to use the "ideate 50" technique more often when thinking of solutions. While she enjoyed learning about the human condition and that creativity can be developed, she struggled without interaction from her learning squad and with the technology. Going through the design thinking process challenged her usual methods, especially with ideating solutions creatively, but using the provided toolkit helped her prototype an idea. She thinks the process could be useful for her creative job but is unsure how to apply it to personal issues.
At Least Three Tips to Liberate Your CreativityJill Badonsky
Kaizen-Muse Creativity Coaching has liberated the creativity of thousands of people experiencing blocks. Here are a few ways how it does that, with the art and humor of Jill Badonsky.
How to Really Listen & Ask Powerful Questions - Professional Coaching DojoGeorg Fasching
This document provides an overview of professional coaching based on co-active coaching principles. It defines coaching as a thought-provoking process that inspires clients to maximize their potential. The coach's role is to help clients discover what they want to achieve, encourage self-discovery, elicit client-generated solutions, and hold clients accountable. Key coaching skills discussed include listening, asking powerful questions, and time-boxing sessions. The document also covers the three levels of listening, examples of powerful questions, and tips for practicing coaching skills with a partner.
1. The document distinguishes between marking, which is used to grade students, and feedback, which can help students improve.
2. While feedback has a powerful influence on learning, simply providing more feedback is not always beneficial - the nature, timing, and how students receive feedback are important factors.
3. Evidence suggests that delaying, reducing, and summarizing feedback can better support long-term learning compared to immediate, detailed feedback after every task. Less marking and more strategic feedback may be a better use of teachers' time.
This document presents the results of Justin Babcock's StrengthsFinder assessment, identifying his top five signature themes: Strategic, Achiever, Focus, Learner, and Ideation. It provides a short description of each theme, explaining that understanding one's natural talents is key to maximizing strengths and enjoying success. The themes reflect Justin's distinct ways of thinking and perspectives that allow him to strategize, drive achievement daily, stay focused on goals, enjoy learning processes, and get energy from ideas.
The document discusses the art of powerful questions and how they can be used to generate insightful conversations. It defines a powerful question as one that stimulates reflection, surfaces assumptions, and evokes more questions. The document provides tips for constructing powerful questions, such as varying how a question is asked and considering different levels of scope. It also emphasizes the importance of understanding the assumptions behind questions. Overall, the document promotes preparing thoughtful questions to cultivate meaningful discussions.
This chapter discusses setting high expectations for students and yourself. It emphasizes having unwavering belief in your own teaching abilities to create a self-fulfilling prophecy of student success. The chapter also stresses confronting the brutal facts of your current classroom reality through reflective practice and asking questions to improve teaching strategies.
Perfectionism: the occupational hazard of giftednessLisa Van Gemert
Perfectionism is an occupational hazard with gifted kids. If you would like more information, you can download the accompanying handout at http://bit.ly/lvg-perfect-handout. Learn more at http://giftedguru.com.
This document provides examples of positive feedback stems teachers can use with students to acknowledge their work and progress. Some of the stems suggested are "I like the way you've included...", "That's very effective because...", "That's a good example of...", "This proves you are getting better at...", and "I think the best thing about your work is...". The stems are meant to provide specific, non-specific, positive and helpful feedback to students.
The document discusses several concepts related to learning and memory. It argues that immediate and frequent feedback can sometimes undermine long-term learning. Instead, introducing difficulties when first learning and spacing out practice can increase retention. Other topics covered include the illusions of memory, the benefits of interleaving different topics, and how feedback should aim to build on initial understanding rather than correct mistakes. The overall message is that commonly held beliefs about teaching and learning need reexamining in light of cognitive science research.
Growth Mindset Concepts and ApplicationsAnishVaidya3
This material is based on the work of Carol Dwek's Mindset: A new psychology of Success. The slides are not concise enough, but may be used as a reference for further presentations
This document summarizes David Didau's framework for planning and delivering outstanding lessons. It discusses the learning loop of observing learning, feedback, deliberate practice, modelling, and reflection. Key planning principles are outlined, including focusing on learning over activities. Five essential planning questions are provided. During lessons, teachers should explain their reasoning, observe learning, use effective questioning techniques, check student understanding, and be willing to take instructional risks. Effective questioning and developing students' analytical skills are emphasized.
The document provides advice from David Didau on how to ensure an observer recognizes outstanding teaching during a lesson observation. It describes how to point out elements of planning and relationships with students that may not be visible to the observer. It then gives a detailed example of a lesson on Of Mice and Men where the teacher demonstrates progress in student understanding, provides feedback, and adjusts challenge levels based on student responses. The teacher guides the observer's attention to highlight evidence of impact and progress over time for different students. The lesson is judged to be outstanding.
This document summarizes the key elements of an outstanding lesson according to David Didau. It discusses the importance of observation, feedback, deliberate practice, modeling, assessment, and reflection in the learning loop. It also outlines five planning questions teachers should consider and emphasizes focusing on student learning rather than activities. During the lesson, teachers should explain objectives to observers, observe student learning, use effective questioning techniques, check student understanding, and take instructional risks. The document advocates for analyzing character through zooming in and out on quotations and having students take risks in their analysis. Overall, it provides a framework for designing highly effective lessons centered around student mastery of learning outcomes.
The document provides links and hints for a wordle game happening tomorrow, study strategies like taking responsibility, finding productive study times and places, and tips for communicating with instructors. It also includes a comic and links to external study skills resources.
The Cult of Outstanding - Wellington 2014David Didau
This document summarizes key points from a presentation by David Didau at the Festival of Education on being wrong about learning. It discusses how we don't truly understand learning, experts can be wrong, and preferences don't equal truth. People are biased to avoid being wrong through confirmation bias and sunk cost fallacy. True learning is invisible and inferred from performance, yet performance is a poor indicator. Feedback is powerful but its nature, timing, and how students receive it matter more than quantity. The focus should be on meaningful outcomes rather than performative "outstanding" lessons.
The document discusses how self-talk can influence procrastination based on transactional analysis theory. It describes three modes of self-talk - the child, critic, and adult. The child avoids tasks it finds boring while the critic doubts one's abilities and predicts failure. The adult provides reason and logic to motivate starting dull tasks. To overcome procrastination, the adult voice must argue against the critic's negative self-talk. While procrastination is often unproductive, delaying a task can be a logical decision based on an informed analysis of one's situation.
This document discusses procrastination and provides strategies to overcome it. It explains that procrastination often stems from rationalizations, difficult feelings, and beliefs about one's ability to complete tasks. Procrastination can cause anxiety and negatively impact situations like schoolwork and exams. To address procrastination, the document recommends taking responsibility, setting goals, managing time well through checklists and deadlines, maintaining persistence, and building routines. Resources for further information on procrastination are also provided.
This document discusses test anxiety and provides suggestions for managing it. It defines test anxiety as a condition that hurts students' efficient use of time, ability to employ correct problem-solving strategies, and memory of reviewed material. It then provides a quiz to assess test anxiety and recommends practices for teachers, such as journaling and mindfulness exercises, and for students, such as getting enough sleep, preparing properly, and using positive self-talk during exams. The goal is to help students and teachers address anxiety in a way that improves exam performance.
The document outlines the 6 step problem solving process: 1) define the problem, 2) analyze the problem, 3) generate possible solutions, 4) analyze the solutions, 5) select a solution, and 6) implement the solution. It notes that common mistakes in problem solving include trying to find a solution too quickly before fully understanding the problem. The process emphasizes taking time to fully define and analyze the problem before jumping to solutions.
This document discusses perfectionism and strategies for overcoming perfectionistic tendencies. It begins with a poem about a woman who is never satisfied and always finds faults, even in heaven. It then defines perfectionism as setting unrealistically high standards and being unable to accept anything short of perfection. Several myths about perfectionism are identified and dispelled. The negative effects of perfectionism are outlined, and strategies are provided to help develop a healthy approach to goals and tasks.
Perfectionism: The Occupational Hazard of Raising Gifted KidsMensa Foundation
This document discusses perfectionism as an occupational hazard of giftedness. It outlines different faces of perfectionism such as academic achievers, aggravated accuracy assessors, and procrastinating perfectionists. It notes both healthy and unhealthy forms of perfectionism and provides strategies to address perfectionism. These include encouraging excellence over perfection, assigning tasks different levels of importance, embracing failure, developing resilience, and recognizing that the perfect is the enemy of the good. The document aims to help people develop a healthy approach to challenges and setbacks.
The document discusses moving away from an Accelerated Reader program for literacy research due to mixed evidence of its effectiveness, too many variables in implementation, and lack of progress for some students given the resources. It will instead adopt a Thinking Reading program which teaches reading skills directly rather than just encouraging reading, can accurately track student progress and evaluate the program, and has shown promising evidence even if limited as an individualized approach.
This document provides guidance on effective facilitation techniques. It recommends that facilitators challenge participants' thinking, help make connections between different ideas, paraphrase and summarize what has been discussed, and encourage participation from all. Facilitators should not be afraid to admit when they do not know the answer to a question. They should use open-ended questions to probe for more details and closed questions to redirect or summarize discussions. Barriers to effective facilitation include poor planning, lack of relevant knowledge, weak delivery skills, inappropriate timing, word choice or non-verbal communication, interruptions, lack of courtesy, making personal judgments, and inadequate feedback. The document also outlines different approaches to community engagement from program-centered to community-managed
Spectrum Organizational Development - Skillful QuestioningKyle Couch
This presentation was a component of a week-long meeting Spectrum Organizational Development recently helped a client facilitate. The material helps employees understand that in order to be effective communicators, they must hone their skills in the area of asking questions. By asking the right question, to the right person, at the right time, the information received will be as useful as possible. The slides cover the types of questions which can be asked, understanding potential responses, and the ability to listen. There is also a brief section that outlines the Socratic Method.
1) Social media is becoming a universal platform with over 1.8 billion users worldwide and continuing strong growth rates.
2) Companies need to have a social media presence to listen to customers, engage with them, improve products, discover new markets, and allow customers to help each other through collaborative self-service.
3) By 2013, at least 35% of customer service centers will integrate social media and community capabilities to engage with customers online.
Perfectionism: the occupational hazard of giftednessLisa Van Gemert
Perfectionism is an occupational hazard with gifted kids. If you would like more information, you can download the accompanying handout at http://bit.ly/lvg-perfect-handout. Learn more at http://giftedguru.com.
This document provides examples of positive feedback stems teachers can use with students to acknowledge their work and progress. Some of the stems suggested are "I like the way you've included...", "That's very effective because...", "That's a good example of...", "This proves you are getting better at...", and "I think the best thing about your work is...". The stems are meant to provide specific, non-specific, positive and helpful feedback to students.
The document discusses several concepts related to learning and memory. It argues that immediate and frequent feedback can sometimes undermine long-term learning. Instead, introducing difficulties when first learning and spacing out practice can increase retention. Other topics covered include the illusions of memory, the benefits of interleaving different topics, and how feedback should aim to build on initial understanding rather than correct mistakes. The overall message is that commonly held beliefs about teaching and learning need reexamining in light of cognitive science research.
Growth Mindset Concepts and ApplicationsAnishVaidya3
This material is based on the work of Carol Dwek's Mindset: A new psychology of Success. The slides are not concise enough, but may be used as a reference for further presentations
This document summarizes David Didau's framework for planning and delivering outstanding lessons. It discusses the learning loop of observing learning, feedback, deliberate practice, modelling, and reflection. Key planning principles are outlined, including focusing on learning over activities. Five essential planning questions are provided. During lessons, teachers should explain their reasoning, observe learning, use effective questioning techniques, check student understanding, and be willing to take instructional risks. Effective questioning and developing students' analytical skills are emphasized.
The document provides advice from David Didau on how to ensure an observer recognizes outstanding teaching during a lesson observation. It describes how to point out elements of planning and relationships with students that may not be visible to the observer. It then gives a detailed example of a lesson on Of Mice and Men where the teacher demonstrates progress in student understanding, provides feedback, and adjusts challenge levels based on student responses. The teacher guides the observer's attention to highlight evidence of impact and progress over time for different students. The lesson is judged to be outstanding.
This document summarizes the key elements of an outstanding lesson according to David Didau. It discusses the importance of observation, feedback, deliberate practice, modeling, assessment, and reflection in the learning loop. It also outlines five planning questions teachers should consider and emphasizes focusing on student learning rather than activities. During the lesson, teachers should explain objectives to observers, observe student learning, use effective questioning techniques, check student understanding, and take instructional risks. The document advocates for analyzing character through zooming in and out on quotations and having students take risks in their analysis. Overall, it provides a framework for designing highly effective lessons centered around student mastery of learning outcomes.
The document provides links and hints for a wordle game happening tomorrow, study strategies like taking responsibility, finding productive study times and places, and tips for communicating with instructors. It also includes a comic and links to external study skills resources.
The Cult of Outstanding - Wellington 2014David Didau
This document summarizes key points from a presentation by David Didau at the Festival of Education on being wrong about learning. It discusses how we don't truly understand learning, experts can be wrong, and preferences don't equal truth. People are biased to avoid being wrong through confirmation bias and sunk cost fallacy. True learning is invisible and inferred from performance, yet performance is a poor indicator. Feedback is powerful but its nature, timing, and how students receive it matter more than quantity. The focus should be on meaningful outcomes rather than performative "outstanding" lessons.
The document discusses how self-talk can influence procrastination based on transactional analysis theory. It describes three modes of self-talk - the child, critic, and adult. The child avoids tasks it finds boring while the critic doubts one's abilities and predicts failure. The adult provides reason and logic to motivate starting dull tasks. To overcome procrastination, the adult voice must argue against the critic's negative self-talk. While procrastination is often unproductive, delaying a task can be a logical decision based on an informed analysis of one's situation.
This document discusses procrastination and provides strategies to overcome it. It explains that procrastination often stems from rationalizations, difficult feelings, and beliefs about one's ability to complete tasks. Procrastination can cause anxiety and negatively impact situations like schoolwork and exams. To address procrastination, the document recommends taking responsibility, setting goals, managing time well through checklists and deadlines, maintaining persistence, and building routines. Resources for further information on procrastination are also provided.
This document discusses test anxiety and provides suggestions for managing it. It defines test anxiety as a condition that hurts students' efficient use of time, ability to employ correct problem-solving strategies, and memory of reviewed material. It then provides a quiz to assess test anxiety and recommends practices for teachers, such as journaling and mindfulness exercises, and for students, such as getting enough sleep, preparing properly, and using positive self-talk during exams. The goal is to help students and teachers address anxiety in a way that improves exam performance.
The document outlines the 6 step problem solving process: 1) define the problem, 2) analyze the problem, 3) generate possible solutions, 4) analyze the solutions, 5) select a solution, and 6) implement the solution. It notes that common mistakes in problem solving include trying to find a solution too quickly before fully understanding the problem. The process emphasizes taking time to fully define and analyze the problem before jumping to solutions.
This document discusses perfectionism and strategies for overcoming perfectionistic tendencies. It begins with a poem about a woman who is never satisfied and always finds faults, even in heaven. It then defines perfectionism as setting unrealistically high standards and being unable to accept anything short of perfection. Several myths about perfectionism are identified and dispelled. The negative effects of perfectionism are outlined, and strategies are provided to help develop a healthy approach to goals and tasks.
Perfectionism: The Occupational Hazard of Raising Gifted KidsMensa Foundation
This document discusses perfectionism as an occupational hazard of giftedness. It outlines different faces of perfectionism such as academic achievers, aggravated accuracy assessors, and procrastinating perfectionists. It notes both healthy and unhealthy forms of perfectionism and provides strategies to address perfectionism. These include encouraging excellence over perfection, assigning tasks different levels of importance, embracing failure, developing resilience, and recognizing that the perfect is the enemy of the good. The document aims to help people develop a healthy approach to challenges and setbacks.
The document discusses moving away from an Accelerated Reader program for literacy research due to mixed evidence of its effectiveness, too many variables in implementation, and lack of progress for some students given the resources. It will instead adopt a Thinking Reading program which teaches reading skills directly rather than just encouraging reading, can accurately track student progress and evaluate the program, and has shown promising evidence even if limited as an individualized approach.
This document provides guidance on effective facilitation techniques. It recommends that facilitators challenge participants' thinking, help make connections between different ideas, paraphrase and summarize what has been discussed, and encourage participation from all. Facilitators should not be afraid to admit when they do not know the answer to a question. They should use open-ended questions to probe for more details and closed questions to redirect or summarize discussions. Barriers to effective facilitation include poor planning, lack of relevant knowledge, weak delivery skills, inappropriate timing, word choice or non-verbal communication, interruptions, lack of courtesy, making personal judgments, and inadequate feedback. The document also outlines different approaches to community engagement from program-centered to community-managed
Spectrum Organizational Development - Skillful QuestioningKyle Couch
This presentation was a component of a week-long meeting Spectrum Organizational Development recently helped a client facilitate. The material helps employees understand that in order to be effective communicators, they must hone their skills in the area of asking questions. By asking the right question, to the right person, at the right time, the information received will be as useful as possible. The slides cover the types of questions which can be asked, understanding potential responses, and the ability to listen. There is also a brief section that outlines the Socratic Method.
1) Social media is becoming a universal platform with over 1.8 billion users worldwide and continuing strong growth rates.
2) Companies need to have a social media presence to listen to customers, engage with them, improve products, discover new markets, and allow customers to help each other through collaborative self-service.
3) By 2013, at least 35% of customer service centers will integrate social media and community capabilities to engage with customers online.
The document discusses differentiation through questioning skills. It provides examples of using questioning to differentiate for different types of students during math fraction lessons. Good questioning skills can support, engage, and assess students at different levels. Case studies show how questioning can be used to challenge or scaffold students including struggling learners and advanced learners. The document encourages teachers to get started using questioning to differentiate instruction in their own classrooms.
Listening is an important communication skill. The document makes three key points:
1. Listening accounts for 45% of a typical workday and 45% of a business person's salary is earned from listening skills. Good listeners are perceived as more intelligent and have greater chances of career advancement.
2. Teaching listening involves three stages - pre-listening, while listening, and post-listening activities. Pre-listening prepares students and activates background knowledge. While listening includes activities like gap filling, multiple choice, and true/false questions.
3. Improving listening skills requires identifying objectives, evaluating habits, generating motivation, eliminating distractions, asking questions, and evaluating progress. Good listening is an essential skill for
This document provides guidance on effective questioning techniques for teachers. It discusses that teachers ask an average of 400 questions per day, with one-third of teaching time spent on questioning. The document outlines key tactics for questioning like structuring questions, pitching them clearly, directing and distributing questions, and pausing and pacing. It also discusses Bloom's Taxonomy and designing higher and lower order questions. Effective questioning is presented as important for interaction, challenge, influence and assessment of students. The document encourages coming out of comfort zones to develop as a teacher.
-DOs and DON’Ts related to communication via emails;
-Top tips for effective email communication;
-Email etiquette and why it is important;
-Importance of timing;
-Lessons learned and best practices applicable to our projects
… and other interesting and useful material which will help you to write better emails.
The document provides guidance on effective email communication. It discusses defining communication, analyzing typical communication preferences and methods, challenges with email, and principles for writing effective emails such as having a clear purpose, considering your audience, and using an appropriate tone. The document emphasizes keeping emails concise, avoiding unnecessary attachments, responding promptly, and reading emails before sending.
Nonverbal communication involves using wordless messages and cues to convey meaning, feelings, and emphasize verbal messages. It includes various codes like facial expressions, gestures, eye contact, posture, proximity and use of space. Understanding nonverbal communication is important because it can clarify messages and provide insights into how someone is truly feeling. However, interpreting nonverbal cues can also be challenging as codes may have different meanings depending on the context and situation. Being aware of all factors in a communication exchange can help minimize misunderstandings related to nonverbal communication.
Nonverbal communication such as facial expressions, posture, and tone of voice account for over 90% of total communication. Nonverbal cues complement and regulate what is said verbally, and can even substitute for or accent verbal messages. There are many types of nonverbal communication including paralanguage, body movement, eye contact, clothing, and touch, and it is important to be aware of nonverbal signals as most communication is nonverbal.
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The document discusses communication skills and effective communication. It defines communication as the exchange of information through various senses and channels. It emphasizes that communication skills are important for careers and personal relationships. Effective communication involves sending clear, concise messages and properly understanding messages received through various verbal, nonverbal, and paraverbal means. Barriers to communication like organizational issues or personal attitudes can interfere with the exchange of information.
The document discusses best practices for effective email communication. It defines email and describes its key components like addressing, subject lines, message text, attachments and signatures. It highlights the importance of selecting the right audience, keeping messages concise and focused. Some common email pitfalls are discussed like changing topics without updating the subject. The document also covers maintaining confidentiality, managing email overload through filtering and organization, and following general guidelines like avoiding sensitive topics over email.
The document appears to be a presentation on effective communication given by a group of students. It includes sections on the introduction to communication, what is effective communication, the 7 C's of communication, barriers to effective communication, listening, and techniques for effective listening. The presentation provides definitions and explanations of key concepts related to effective communication and emphasizes the importance of listening, clarity, and overcoming barriers.
This PPT is meant for two day training session on Effective Communication. Includes concepts on Body language, Oral communication and Written communication
COMMUNICATION PROCESS,TYPES,MODES,BARRIERSSruthi Balaji
The document discusses communication and its various aspects. It defines communication and provides definitions from different scholars. It describes the components of the communication process including the context, sender, message, encoding, medium, receiver, decoding, and feedback. It also discusses different types of communication such as verbal, nonverbal, symbolic, and written communication. Finally, it outlines some barriers to effective communication.
The document discusses various barriers to effective communication at different levels - physical, semantic, socio-psychological, organizational, and cross-cultural. It provides examples of different types of barriers such as noise, language differences, attitudes, organizational structure. Some ways to overcome barriers mentioned are using simple language, active listening, understanding different cultural perspectives, and creating an open and trusting environment.
This document discusses different types of questions and effective questioning techniques. It outlines closed, open, leading, and loaded questions. Open questions are most effective for eliciting creativity and ideas as they do not contain the answer or put pressure on the respondent. Leading and loaded questions should be avoided. Facilitative questioning through the use of open questions and follow ups is important for productive meetings. Poor questioning can close down discussion, so questions should not be confusing, multi-part, or hide opinions. The "magic question" is one that unlocks new insights.
Think about this: When you make a statement, you will not know whether the intended audience received it or not. Whereas when you ask a question and the audience respond, you are sure it has reached – it’s a closed loop system.
More importantly when you make a statement, it belongs to you; it does not belong to the listener. On the contrary, when you ask a question and the other person responds, that response belong to him/her. Asking question is a very powerful way of building ownership in the other person.
Questions are a powerful leadership tool through which one can master more then 20 soft skills.
It is the skill of asking the right type of questions, to the right person at the right time and in the right environment.
"The power of questioning is the basis of all human progress"
Is is rightly said, "Judge a man by his questions rather than by his answers".
The documents discuss essential questions, which make students think more deeply about a topic rather than just looking up simple answers. Essential questions do not have yes or no answers and require research and thought to fully respond to. Developing essential questions engages students' curiosity and helps define what it means to be human. The documents recommend having students help generate essential questions for a topic as this makes them more invested in finding answers through additional research.
Questioning is an important skill that involves asking purposeful questions to gather information, encourage thinking, and generate new ideas. There are different types of questions such as open-ended, closed, leading, and rhetorical questions that influence the answers received. Developing strong questioning skills is beneficial for problem solving, learning, and improving outcomes. Organizations can foster a questioning culture by encouraging curiosity, challenging assumptions, and rewarding questions.
This document provides guidance and examples for students on how to effectively respond to discussion questions in an online sociology class. It begins by presenting a sample discussion question and outlines how students should prepare their response. It then shares a rubric for grading responses and identifies the category that gives students the most trouble. The document cautions students against providing mere opinions and advocates for supporting any conclusions or judgments with evidence. It shows examples of excellent student responses that provide in-depth analysis using sociological concepts to avoid simplistic opinions. Students are encouraged to devote significant effort to discussion questions, as they are worth a substantial portion of the class grade.
Why we have trouble with questions~ jan 2011tjcarter
The document discusses the power of questions and different types of questions. It notes that people often have trouble with questions because it exposes weaknesses and challenges assumptions. There are disempowering questions that can provoke defensiveness, and empowering questions that support growth. Great questions lead to breakthrough thinking by challenging taken-for-granted assumptions and generating deep reflection. Effective questions are open-ended to encourage exploration of possibilities and perspectives. The document outlines different types of open-ended questions including explorative, reflective, probing, and analytical questions.
This workshop summarizes the key ideas from Tara Mohr's Playing Big book. The ideas discussed include naming your inner critic, nurturing your inner mentor, leaping into opportunities, understanding pachad vs. yirah fear, and communicating with power.
The document discusses essential questions and how they differ from trivial questions. Essential questions require deeper thought and have no simple or definite answer. They engage critical thinking and imagination. Several articles explore the traits of essential questions, such as addressing important topics, evolving over time, and frustrating researchers. The summaries emphasize that essential questions spark curiosity and make learning more meaningful compared to just looking up answers.
This document summarizes information about problem solving with children. It discusses using open-ended questions to encourage conversation and problem solving. Some common open-ended question phrases are provided, such as "what would happen if..." and "how did you...". The document also provides examples of open-ended questions and discusses how they can be used to classify objects and encourage divergent thinking. It recommends allowing children to discover things at center time and provides steps and strategies for problem solving, including considering safety, fairness and feelings.
The document discusses strategies for integrating critical thinking skills in the ESL classroom. It provides definitions of critical thinking and examines techniques for teaching critical thinking skills to students, such as asking open-ended questions, training students to form strong arguments and recognize their own biases, and using methods like think-pair-share and jigsaw activities. The document also outlines common decision-making problems and offers advice on nurturing creativity and refining reasoning abilities.
This document provides an overview of critical thinking, including definitions, aspects, skills, and strategies. It defines critical thinking as problem solving that looks deeper than the surface level and applies logic. The four aspects are abstract, creative, systematic, and communicative thinking. Key critical thinking skills discussed are identifying problems, gathering information, making inferences, forming arguments, and recognizing biases. The document encourages asking questions, offering criticism, and refining reasoning abilities as ways to strengthen critical thinking.
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for student interaction, challenging students, and allowing teachers to assess learning. There are different types of questions that serve different purposes, from lower-order questions testing basic knowledge to higher-order questions promoting analysis, evaluation and creative thinking. Teachers must aim to ask a variety of effective questions and avoid common pitfalls like only asking simple factual questions.
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for student interaction, challenging students, and allowing teachers to assess learning. There are different types of questions that serve different purposes, from lower-order questions testing basic knowledge to higher-order questions promoting analysis, evaluation and creative thinking. Teachers must aim to include a variety of question types and avoid common pitfalls to make questioning an effective teaching strategy.
Questioning is one of the most important skills that a teacher must have in order to translate or decode those that are written in the books into a meaningful learning experience. It is skill that will illicit learners to think deeper and enhance their reasoning abilities. Thus, asking questions should not just be mere questioning it must a form a question that will allow the learners think out of the box answers and make meaning of their learning. Hence questions shout be HOTS or those questions that will enable learners higher order thinking skills. because the way to assimilate knowledge through allowing learners to connect the knowledge they have learned in the classroom into meaningful learning experiences that they may apply in the real world. Because learning must be directed towards holistic development of the child, it should allow him to develop a decision-making skill by way of developing his way of thinking, giving questions that will allow him to think deeper and give answers that will be more than the expected response to the problem.
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for interaction, challenging students, and assessing learning. There are different types of questions like open-ended, closed, higher-order thinking questions. Effective questioning should reinforce objectives, engage students, and promote reasoning. Teachers must evaluate if their questions promote higher-order thinking skills.
The document discusses critical thinking as an important skill that involves questioning, analyzing, and evaluating ideas rather than passively accepting information. It emphasizes that critical thinking is an exercise that requires actively using your mind. Some of the aspects of critical thinking covered include abstract thinking, creative thinking, systematic thinking, and communicative thinking. The document also contrasts characteristics of critical versus uncritical thinkers.
Alec Lawler - A Passion For Building Brand AwarenessAlec Lawler
Alec Lawler is an accomplished show jumping athlete and entrepreneur with a passion for building brand awareness. He has competed at the highest level in show jumping throughout North America and Europe, winning numerous awards and accolades, including the National Grand Prix of the Desert in 2014. Alec founded Lawler Show Jumping LLC in 2019, where he creates strategic marketing plans to build brand awareness and competes at the highest international level in show jumping throughout North America.
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**Title:** Accounting Basics – A Complete Visual Guide
**Author:** CA Suvidha Chaplot
**Description:**
Whether you're a beginner in business, a commerce student, or preparing for professional exams, understanding the language of business — **accounting** — is essential. This beautifully designed SlideShare simplifies key accounting concepts through **colorful infographics**, clear examples, and smart layouts.
From understanding **why accounting matters** to mastering **core principles, standards, types of accounts, and the accounting equation**, this guide covers everything in a visual-first format.
📘 **What’s Inside:**
* **Introduction to Accounting**: Definition, objectives, scope, and users
* **Accounting Concepts & Principles**: Business Entity, Accruals, Matching, Going Concern, and more
* **Types of Accounts**: Asset, Liability, Equity explained visually
* **The Accounting Equation**: Assets = Liabilities + Equity broken down with diagrams
* BONUS: Professionally designed cover for presentation or academic use
🎯 **Perfect for:**
* Students (Commerce, BBA, MBA, CA Foundation)
* Educators and Trainers
* UGC NET/Assistant Professor Aspirants
* Anyone building a strong foundation in accounting
👩🏫 **Designed & curated by:** CA Suvidha Chaplot
Petslify Turns Pet Photos into Hug-Worthy MemoriesPetslify
Petslify transforms your pet’s photo into a custom plush that captures every detail. Customers love the lifelike result, making it feel like their furry friend is still with them—soft, cuddly, and full of love.
Kiran Flemish is a dynamic musician, composer, and student leader pursuing a degree in music with a minor in film and media studies. As a talented tenor saxophonist and DJ, he blends jazz with modern digital production, creating original compositions using platforms like Logic Pro and Ableton Live. With nearly a decade of experience as a private instructor and youth music coach, Kiran is passionate about mentoring the next generation of musicians. He has hosted workshops, raised funds for causes like the Save the Music Foundation and Type I Diabetes research, and is eager to expand his career in music licensing and production.
Top 5 Mistakes to Avoid When Writing a Job ApplicationRed Tape Busters
Applying for jobs can be tough, especially when you’re making common application mistakes. Learn how to avoid errors like sending generic applications, ignoring job descriptions, and poor formatting. Discover how to highlight your strengths and create a polished, tailored resume. Stand out to employers and increase your chances of landing an interview. Visit for more information: https://redtapebusters.com/job-application-writer-resume-writer-brisbane/
The Peter Cowley Entrepreneurship Event Master 30th.pdfRichard Lucas
About this event
The event is dedicated to remember the contribution Peter Cowley made to the entrepreneurship eco-system in Cambridge and beyond, and includes a special lecture about his impact..
We aim to make the event useful and enjoyable for all those who are committed to entrepreneurship.
Programme
Registration and Networking
Introduction & Welcome
The Invested Investor Peter Cowley Entrepreneurship Talk, by Katy Tuncer Linkedin
Introductions from key actors in the entrepreneurship support eco-system
Cambridge Angels Emmi Nicholl Managing Director Linkedin
Cambridge University Entrepreneurs , Emre Isik President Elect Linkedin
CUTEC Annur Ababil VP Outreach Linkedin
King's Entrepreneurship Lab (E-Lab) Sophie Harbour Linkedin
Cambridgeshire Chambers of Commerce Charlotte Horobin CEO Linkedin
St John's Innovation Centre Ltd Barnaby Perks CEO Linkedin
Presentations by entrepreneurs from Cambridge and Anglia Ruskin Universities
Jeremy Leong Founder Rainbow Rocket Climbing Wall Linkedin
Mark Kotter Founder - bit.bio https://www.bit.bio Linkedin
Talha Mehmood Founder CEO Medily Linkedin
Alison Howie Cambridge Adaptive Testing Linkedin
Mohammad Najilah, Director of the Medical Technology Research Centre, Anglia Ruskin University Linkedin
Q&A
Guided Networking
Light refreshments will be served. Many thanks to Penningtons Manches Cooper and Anglia Ruskin University for covering the cost of catering, and to Anglia Ruskin University for providing the venue
The event is hosted by
Prof. Gary Packham Linkedin Pro Vice Chancellor Anglia Ruskin University
Richard Lucas Linkedin Founder CAMentrepreneurs
About Peter Cowley
Peter Cowley ARU Doctor of Business Administration, honoris causa.
Author of Public Success Private Grief
Co-Founder CAMentrepreneurs & Honorary Doctorate from Anglia Ruskin.
Chair of Cambridge Angels, UK Angel Investor of the Year, President of European Business Angels Network Wikipedia. Peter died in November 2024.
About Anglia Ruskin University - ARU
ARU was the recipient of the Times Higher Education University of the Year 2023 and is a global university with students from 185 countries coming to study at the institution. Anglia Ruskin prides itself on being enterprising, and innovative, and nurtures those qualities in students and graduates through mentorship, support and start-up funding on offer through the Anglia Ruskin Enterprise Academy. ARU was the first in the UK to receive the prestigious Entrepreneurial University Award from the National Centre for Entrepreneurship in Education (NCEE), and students, businesses, and partners all benefit from the outstanding facilities available.
About CAMentrepreneurs
CAMentrepreneurs supports business and social entrepreneurship among Cambridge University Alumni, students and others. Since its launch in 2016 CAMentrepreneurs has held more than 67 events in Boston, Cambridge, Dallas, Dubai, Edinburgh, Glasgow, Helsinki, Hong Kong, Houston, Lisbon, London, Oxford, Paris, New
Alaska Silver: Developing Critical Minerals & High-Grade Silver Resources
Alaska Silver is advancing a prolific 8-km mineral corridor hosting two significant deposits. Our flagship high-grade silver deposit at Waterpump Creek, which contains gallium (the U.S. #1 critical mineral), and the historic Illinois Creek mine anchor our 100% owned carbonate replacement system across an expansive, underexplored landscape.
Waterpump Creek: 75 Moz @ 980 g/t AgEq (Inferred), open for expansion north and south
Illinois Creek: 525 Koz AuEq - 373 Koz @ 1.3 g/t AuEq (Indicated), 152 Koz @ 1.44 g/t AuEq (Inferred)
2024 "Warm Springs" Discovery: First copper, gold, and Waterpump Creek-grade silver intercepts 0.8 miles from Illinois Creek
2025 Focus: Targeting additional high-grade silver discoveries at Waterpump Creek South and initiating studies on gallium recovery potential.
Looking for Reliable BPO Project Providers?"anujascentbpo
"Looking for Reliable BPO Project Providers?" tailored for businesses potentially seeking outsourcing partners, especially those in or considering Noida and India.
Yuriy Chapran: Zero Trust and Beyond: OpenVPN’s Role in Next-Gen Network Secu...Lviv Startup Club
Yuriy Chapran: Zero Trust and Beyond: OpenVPN’s Role in Next-Gen Network Security (UA)
UA Online PMDay 2025 Spring
Website – https://pmday.org/online
Youtube – https://www.youtube.com/startuplviv
FB – https://www.facebook.com/pmdayconference
4. The Extraordinary Power of
Questions
The most powerful
tool in the Meeting
Owner, Chairman or
facilitators armory
Questions request
responses
Question elicit
creativity and ideas
BUT Poor Questioning
close these off
5. Kipling‟s 6 Honest serving Men
Nearly always
precede an open
question
Useful for covering
ground
comprehensively
6. Open Questions Contains no
element of
the answer
No pressure
on
respondent
Maximise
opportunity to
expand
e.g. What effect on your career do you think your unfortunate dress
sense has had? NOT AN OPEN QUESTION
7. Closed Questions
Essential in right Used to get information
place Move things on
Can feel Ask non contentious
interrogative things
Do not give space Gather facts
for explanation Elicit a yes or no answer
Do not leave options “ What is your name?”
in how to answer
“ Do you want to take a
“ Are you ill?” break?”
8. Downsides of Closed
Questions
Dangerous if they force
„uncomfortable disclosure
Can be leading or loaded
Can take you into difficult
psychological areas
9. Leading or Loaded Questions
Like Icebergs 90% of these lies
below the surface
A leading question contains a
specific answer being sought..
“You are the obstruction to
progress here aren’t you?
BEWARE of “Don’t you think?”
it usually precedes a loaded
or leading question
A loaded question contains
an unjustified or
unsubstantiated assumption.
10. Facilitative Questioning
Essential in Meetings
Enquiry not Advocacy
Open Questionsing
Draw Out
Use Follow up Questions
“ Can you say more about
that ?”
There are times when
Closed Questions are
appropriate – “ What time
do we need to stop by?”
11. Questioning Pitfalls
Asking more than one question in the
same sentence.
Loaded questions – “You do want to
stop this topic now don‟t you Sally?”
Confusing or very long questions.
Following a statement from an
attendee with a question directed at
no one in particular… is it me he is
asking or someone else..
Hiding your opinion in a question as
an independent
attendee, facilitator, meeting owner
of chairperson
12. The Magic Question is…
The one which no one seems to want to
ask.
The one that pulls the rabbit from the hat
The so called stupid question..
The one that unlocks a deadlock or..
Flushes outs the elephant in the room
The one that allows attendees to reveal
new connections