Application #2:
                                                    Guided Co-Operative Questioning

Note: Application #2 has two parts to complete. Part one includes the application examples to assist you in implementing your "guided co-operative questioning" application with several of your students. Part two is for you to complete. In part two, you will read an article at the linked web site and will develop an inference question, interpretive question, transfer question, hypothesis question, and a reflective question from the article. In your posting of your reflection of the student activity you conducted,  also include two of your questions to share with the rest of us. Be sure to identify what type question it represents. All postings should appear on the discussion board by midnight , Thursday, October 19,2000. Your students' feedback has been wonderful. Please continue to involve them in that activity. 

Guided Co-Operative Questioning

        Students participating in Guided Co-Operative Questioning take responsibility
for their own learning as they integrate prior knowledge and experience into new
and deeper understandings by generating critical questions on material being studied. Communicating in pairs, students ask and respond to each others questions. These higher order thinking questions typically include comparing and contrasting, inferring cause and effect, explaining interactions, and justifying consequences.
        Five specific types of questions can be used during guided co-operative questioning. Students participating in this teaching/learning application will need to be  exposed to the following examples:

        1. Inference question: Review the facts, find and examine the  clues,
          and justify what inferences can be made.
          Example: What do you know by looking at your three day food record?

        2. Interpretive question: Justify the consequences of a behavior.
              Example: How likely are you to put unnecessary stress on your
                             legs if you fail to warm-up or cool down for a thirty minute jog?

        3. Transfer questions: Personal application of new knowledge.
             Example: You have learned the five components of fitness. What would you
                            include in your personal fitness plan?

        4. Hypothesis questions: Predictive thinking generating from a situation.
              Example: While at a party, you are aware that a female friend has had
                              three beers in the past hour. What alcohol related social
                              behaviors do you predict your friend will encounter?

        5. Reflective questions: Justify assumptions made concerning past experience.
                Example: While taking the SAT, you noticed a student nervously looking
                               at the inside of his palm. What caused you to report this incident
                               after the testing session?

        The teacher's role in "guided co-operative questioning" is to :
            a. instruct the student in developing higher order critical questions ;
            b. provide the material to be reviewed;
            c. promote heterogeneous pairing to increase learning from the peer
               interaction; and
            d. encourage and facilitate student reflection on new understandings
                resulting from the peer interaction.

Health Example: Go to http://165.112.78.61/ClubAlert/Clubdrugalert.html
                    and read about the rising problem of club drugs among high
                    school and college youth. Write two questions that you will ask
                    your peer partner. Your questions are to represent two of the
                    five types of questions provided to you by your teacher. After
                    discussing the four questions, you and your peer partner are to
                    reflect on your new understandings about club drugs resulting
                    from your shared discussion. 

Physical Activity Example:
     Go to http://www.kidsource.com/kidsource/content4/promote.phyed.html
                     and read about the importance of physical activity for
                     children and youth. Write two questions that you will ask
                     your peer partner. Your questions are to represent two of the
                     five types of questions provided to you by your teacher.
                     After discussing the four questions, you and your peer partner
                     are to reflect on your new understandings about the
                     importance of physical activity from your shared discussion.

Additional Resources:
http://www.americanheart.org/CAP/patient/con_talkhealth.html (Health)

http://www.intelihealth.com/IH/ihtIH/WSIHW000/325/22006.html (Health)

http://www.edap.org/ (Health)

http://www.cdc.gov/nccdphp/sgr/summ.htm (Physical Activity)

http://www.shapeup.org/fitness/index.htm (Physical Activity)

http://chitrib.webpoint.com/fitness/fitbasic.htm (Physical Activity)

Part Two: Teachers Developing Critical Questions

    In part two, you will read an article at the linked web site and will develop an inference question, interpretive question, transfer question, hypothesis question, and a reflective question from the article. In your posting of your reflection of the student activity you conducted for part one of this assignment, also include two of your questions to share with the rest of us. Be sure to identify what type question it represents. All postings should appear on the discussion board by midnight , Thursday, October 19,2000. 

http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm