Divergent and Skeptical Thinking

In the article “Divergent and Skeptical Thinking: Questioning Strategies for Deeper Learning”, Sarah Johnson gives two very simple, yet challenging questioning strategies you can try in your classroom this week!

Here are some examples of these two questioning strategies:

1. Use divergent rather than convergent questions.
Math: What different strategies can we use to solve the word problem about proportions? Write a step by step process to teach someone your “way.”

ELA: What are some of the similarities between the issues facing ethicists today and the issues that Victor Frankenstein faced and finally acknowledged in reference to the monster he had created?

Science: What adverse effects is population growth having on animals’ habitats?

Social Studies: Which constituents are most likely to embrace the new health care act? Which constituents are most likely to prefer the Affordable Care Act? What are the issues and life circumstances that drive the two groups’ beliefs?


2. Ask questions that propel students to analyze skeptically, not cynically.
ELA: In what ways is the book meant to be taken literally? In what ways is it meant to be taken metaphorically? What did the author achieve in her use of magical realism as part of the story’s development?

Science: What funding sources were used to fund this research? Are there any biases that might have played a role in the findings? Explain.

Social Studies: While many feel that city leaders were at fault, are there any natural features, cultural norms, or weather patterns that might also have influenced the city’s ultimate demise?

Math: Take a look at the problem on the board.What strategies do you think this person used to answer this problem? Do you think the answer is correct? Why or why not? What would you do differently if you believe the problem is incorrect? Explain how this person achieved the answer if you believe it is correct.

What Bridget and Brooke say about these questioning strategies:
We think that this is a perfect opportunity to really nail down Criterion 2.1: Quality of questioning. These types of questions also help us get to know our students just a little bit more than we did before because they encourage emotion and critical thinking. This can also be a great opportunity to address any misconceptions and assist students in clarifying their thinking with one another. Talk about student talk opportunities!