...Asking the Right Questions-11 Step Analysis Introduction “I know it’s good to be a critical thinker and to be able to ask lots of good questions, but I don’t know what questions to ask or how to ask them.” (Browne & Keeley, 2011) In our text “Asking the Right Questions: A Guide to Critical Thinking (10th Ed.) The authors explore the benefits and necessity for critical thinking as it relates to the process of asking the right questions to make an informed decision and conclusion to an argument. The authors Browne and Keeley (2011) give two different approaches that can be taken in order to achieve success in critical thinking; the Interactive approach which involves evaluation of what is being read or heard and the sponge approach which involves little thought because you are simply absorbing everything you read and hear. With a good combination of the two one can successfully go through the critical thinking process and ask and answer all the right questions. So what are the right questions? Browne and Keeley give 10 questions that create a stairway to successful critical thinking. I am going to go through the 10-question model and examine a Memo written by Ms. Mary Ford the Director of Human Resources of APEU to Mr. Hector Fuentes the President of APEU local No. 121. I. What are the Issues and Conclusions? An issue is a question or controversy responsible for the conversation or discussion. It is the stimulus for what is being said (Browne & Keeley, 2011). There are...
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...society | Presentation content flows smoothly. | / | | The presentation was smooth but there were some arguments when the panelist brought out the sensitive issue | Characterization is consistent in both spoken responses and mannerisms | / | | The lesbian/gay couples and the panelists consistently showed their stand and feeling to the audience respectively | Presenters speak loudly and clearly, unless characterization dictates otherwise. | | / | The panelists presented their opinion and questions loud and clear. Also, the homosexual couples did voiced out their thought and rights for equality as homosexual | Adhere to the time limit | / | | There is a 30 minutes time limit for the talk show. However, the panelists did not finish their debate although it has reached the time limit | The Talk Show has an interesting and creative introduction as well as an interesting and creative conclusion. | | / | They were being straightforward to ask about the discussed issue | Good use of communication (effective listening) skills. | / | | The panelists...
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...February 3, 2014 8:29:57 AM CST6 days ago ED7590 Discussion 6d1 This post required a peer-reviewed journal article be selected from the Capella Library. The chosen article was about a descriptive study completed of nine states and the Funding support for school-wide positive behavioral interventions and support implementation and scale-up. This article examines the major focus and the difficulty states face with the process of selecting, implementing, and scaling-up evidence-based practices. The article also contains a discussion about the renewed commitment to improving student outcomes and how that has led directly to the need for effective practices implemented at scale (Gage et. Al, 2013). In particular, this article examines the funding decisions of nine specific states and makes note that funding decisions made at state, regional, and district levels remain a key to large-scale implementation of effective practices (Gage et. Al, 2013). No one will argue that the main objective of education in the United States is to offer all students a free and suitable public education so they may become active and vital members and contributors to society. However, the process involved in funding education to achieve this goal is a very complex one mainly because it includes interests, policies, and dollars originating from and flowing among local education agencies (LEAs), state education agencies (SEAs), and federal government agencies (e.g., U.S. Departments of Education...
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...Student generated questions in an Earth Science Classroom In my Earth Science class, I showed students a photo of the Hubble Deep Field, the farthest we have ever seen in space. I asked them “What kind of questions come to mind looking so deep into space?” A majority of the students were completely stumped. Their minds were blank and they even seemed uncomfortable with the process. Obviously, I was so disappointed. Science, at its heart, is relentless curiosity and questioning. Asking questions and defining problems is one of the eight scientific practices outlined as essential to K-12 science curriculum in A Framework for K-12 Science Education (NRC, 2011). “Asking questions is essential to developing scientific habits of mind.” (NRC, 2011, p. 3-6). Yet several researchers describe the decline of student questioning and curiosity as they progress in school (Dillon, 1988; Engelhard, Jr. & Monsaas, 1988), and in particular, there is a preciptious decline in questions from low achieving students (Good, Slavings, Harel, and Emerson, 1987). What we see instead is that the majority of questions are initiated by the teacher, answered by students, and then evaluated by the teacher (Lemke, 1990). Conversely, when the students generate and ask the questions, it creates a far more powerful metacognitive and more scientific practice. I seek to encourage my 8th grade Earth Science students to ask their own questions at every opportunity. This article describes a variety...
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...There are several parts to the communications process. To paraphrase the basic model a message is encoded by the sender, and then transmitted to a receiver who then decodes the message. After decoding the receiver provides feedback. This process is known a two communications. For the manager two important skills to ensure effective two way communication are listening and asking questions. Listening is how we receive the message during oral communication. If we do not listen well we risk missing the correct message. “When we listen it is important to listen well. Listening is not a passive activity.” (Thorogood Publishing Ltd., 1999) The mark of a good manager is one who sincerely shows interest in what others are telling him. “In the orai/interpersonal area, business professionals rated the listening competency higher than business faculty rated them” (Waner, Karen K.) In that survey of Business professionals rated listening first while business faculty rated listening as second. Listening is important because it ensures the correct receipt of the message, but there other reasons for good listening. Good listening boosts confidence of the subordinates, peers, and supervisors of the manager. When employees feel that they’re being listened to,...
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...Articles - Asking effective focus group questions 11/6/12 10:18 PM Asking effective focus group questions Tags: Focus Group-Moderating Focus Groups Article ID: 19941203 Published: December 1994 Author: Naomi R. Henderson Article Abstract Focus groups are not helpful if the right questions aren’t asked. This article discusses asking effective focus group questions, including the key elements of good focus group research, the role and purpose of effective questions, question types, general questions to establish a base and the classic 10 questions for opening up areas for discussion. Editor's note: Naomi R. Henderson is CEO of RIVA Market Research, Bethesda, Md. In the soft brightness of fluorescent lights, eight respondents wait earnestly for the focus group session on catalog shopping to begin. Each of the eight receives more than 10 catalogs a month and spends more than $100 each month on items from those catalogs. The moderator gives a clear statement of purpose: "We're here tonight to talk about catalog shopping in general and to look at an idea for a new catalog." General guidelines for participation are given and disclosures are made about taping and one-way mirrors. Respondents introduce themselves, and the http://www.quirks.com/articles/a1994/19941203.aspx?searchID=256631957 Page 1 of 11 Articles - Asking effective focus group questions 11/6/12 10:18 PM moderator easily builds a genial, warm rapport with the respondents. The moderator...
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...reasoned process. This process involve the utilization of the ten step methodology presented in Browne and Keeley’s book called “Asking the Right Questions”. These steps are used to achieve a clearer understanding of the issues being evaluated. In this paper, I will be using Browne and Keeley’s ten step methodology presented in “Asking the right questions” to analyze the memo title “Leadership Development Program” writing by Mr. Anil Ravaswami to Ms. Cynthia Castle (CEO of Cliffside Holding Company of Massapequa CHCM). I will be analyzing the memo by going through each steps of the critical thinking model. This is to show my level of understanding of the intended messages being conveyed by Mr. A. Ravaswami’s memo. Critical Thinking: Leadership-Development Programs In Browne and Keeley’s book “Asking the Right Question”, Browne and Keeley discuss what the characteristics of an active reader or listener is. Browne and Keeley indicated that an active reader or listener is one who possesses the ability to utilize the search strategy, which explains or reveal an in depth answers to the question asked by the writer. These involves a process of asking certain powerful questions in order to reach a personal decision based off of an author’s argument. These powerful questions are what Browne and Keeley refer to as “Asking the Right Questions. These are the questions: (1) What are...
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...teacher includes the art of being a good questioner. Questions are the stepping stones to good teaching and great understanding. Without questions nothing would be explored, no one would ever question or wonder what happened if they pushed just a little further to gain more knowledge about a certain subject. We as teacher need in understand that the deeper and more improved the questions are we direct at students the deeper their thought process is going to take them. With more difficult questions we are simply encouraging students to take it to the next level. We as teachers use a variety of questions throughout our day to day lessons. Those questions can include simple yes/no questions, recall questions, rhetorical questions, and leading questions. These types of questions take minimal thought process on the students’ behalf. As educators we need to strive to decrease these simple question interchanges and jump on the opportunity to search for better student understanding. Rather than asking questions with just one right answer such as "What is the capital of the Wyoming?", we could ask students why the capital is located in Laramie? Rather than asking if Rattle snakes are venomous, we should ask “What are the side effects of a Rattle snake bite”? 2. Teachers probing for learner understanding in order to provide effective feedback to the learners. Providing effective feedback and doing corrective teaching is the goal of using probing questions to illuminate areas of student...
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...DEVELOPING*DEEPER*LEVEL*QUESTIONS*FOR*THE*SOCRATIC*SEMINAR*PROCESS* Inoa:& Lā:& Manawa:& 1. Level 1: INFORMATIONAL Close-Ended Questions (questions about the facts): Write a question that comes directly out of the text of the book and has one clear and “correct” answer. 2. Level 2 Connection Questions: Write a question connecting the text to the world. You can do this in three ways: text-to-world, text-to-self, and text-totext (something else you have read that expresses connection to world society). Examples of these include asking questions that connect the text to modern society or current world events, asking questions that relate the text to us and our lives today, and asking questions that relate the text to another book, movie, or TV show. Question:& Potential&Answers:& In the bible its says darkness was bad, and when people read that they went against black people. What started Rasism? & & Slaves were used for trading purposes because where things were being grown they needed working labor. Why were slaves needed in the world? Suggested Stem: How is [something from the text] like…? & 3. Level 3 Connection Questions: Write a question connecting the text to the local community. You can do this in three ways: text-to-local society, text-toself, and text-to-text (something else you have read that expresses connection to local society). Examples of these include asking questions that connect the text to modern society or current local events, asking questions that relate the...
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...Masao and asked a question in English. Since Masao was not sure what Mr. Thomas meant, he didn't respond quickly. Instead, he asked Yoshio, who was sitting next to him, what their teacher had meant. When Mr. Thomas saw Masao talking to Yoshio in Japanese, Mr. Thomas started to get angry and said to Masao, "Masao, stop talking to Yoshio in Japanese and answer my question immediately." Masao couldn't understand why Mr. Thomas got angry with him. He just wanted to make sure if he had understood Mr. Thomas's question correctly before he would answer it. Can you guess why Mr. Thomas got angry with him? Answer: From Mr. Thomas's point of view, it was Masao, not the other boys, who was asked to answer his question and who was responsible for the answer. However, Masao asked his classmate for help. Mr. Thomas considered Masao's behavior as cheating. I would like to explain why I choose this answer. When Mr. Thomas asked question to Masao, he did not get it first time and he tried to ask his friend Yoshio. It was clear that he was not asking the answer to Yoshio. He did not get what Mr. Thomas asked him and he was not sure about it. He was asking his friend to make sure about the question, not the answer. Mr. Thomas might know that Masao asked for the question which he asked to him then also he got angry on Masao because I think Masao has to pay attention in the class. He cannot talk with anybody when teacher is asking something. If he was not sure about the question, why did not he...
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...CMST Interview Evaulation Peter Interview 1: Peter began the interview in a unique way compared to the other interviewers. After I told him what major I was, he asked me the most interesting class I have taken at LSU. I thought that was a unique way to get to know a little about me without simply asking me, "Tell me something about yourself." Peter never used any closed questions during the interview. I believe he did that because he wanted to get the most information out of me in the allotted time we had to speak with each other. I think the lack of closed questions was effective since we only had a few minutes to speak and a bunch of closed questions would have given peter little to work with when choosing his partners. As I explained before, Peter only used open-ended questions, and it was effective in getting high quantities of information about me. He used questions like, "Are you a leader or a follower, and explain why." I replied that I was more of a follower because I have great communication skills that allow me to increase group cohesion and optimize group output. Another open question he asked was, “Tell me about your strengths.” I replied by saying that some of my strengths are my social skills, determination, and my reliability. He was pleased with my group of strengths. Peter ended the interview by letting me know he would strongly think about picking me as a partner. I think it effective by letting me know how I did immediately. We were cut off by the timer,...
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...“Two Questions,” by Lynda Barry, is a short story about believing in yourself and your work. Barry talks about something that everyone goes through sometimes in their lives. We all criticize ourselves trying to please others. Criticizing ourselves will only lower our self confidence. Lynda Barry teaches us not to care about others opinion and do what makes us happy. If we try to please others’ then we’ll never be happy. While reading the story, I realized that I used to ask the same two questions as Lynda Barry when I finished my work. The two questions Barry asks are, “Is this good? Does this suck?" (168). Throughout middle school and some parts of high school, I used to always second guess myself by asking these two questions. I would rely on others’ opinion. I didn’t think that it was good enough until someone else told me it was. “But the two questions find everybody” (Barry, 170). Just like me, you might find yourself asking these same questions. You might also find yourself asking these questions to others. You might rely on others opinion more than your own. You might trust their opinions more then you trust your own. This text agrees with the view I have of the world. Our society cares more about others opinion than their own. “As, for bad drawings, I tried my best not to ever make them”. We try to please others more than ourselves. That is how our society works. We believe in others more than we believe in ourselves. “For the next 30 years I chased after...
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...on points to consider when writing questions and how to format self-completion questionnaires. You may also want to look at: • Survey Design and Analysis We have produced a series of guides which covers four broad areas: • • • • Surveys Performance management Collecting and using data Statistical processes The series of guides is available electronically on our website, www.dataunitwales.gov.uk/guides We also provide advice, guidance and training support relating to each of the documents in the series. For further information contact: Local Government Data Unit ~ Wales 029 2090 9500 or visit our website: www.dataunitwales.gov.uk ISBN – 978-1-907073-02-1 Published 2009 Published by: Local Government Data Unit ~ Wales 3–7 Columbus Walk, Cardiff, CF10 4SD Telephone: 029 2090 9500 Email: enquiries@dataunitwales.gov.uk Web: www.dataunitwales.gov.uk © Local Government Data Unit ~ Wales, 2009 (Data Unit) This material can be reproduced as long as the Data Unit is acknowledged as the original author. Any queries should be sent to the Data Unit at the above address or via e-mail: enquiries@dataunitwales.gov.uk B Questionnaire Design Contents 1. Introduction 1 2. Types of surveys 1 3. Types of questions 2 4. General question design guidelines 3 5. Factual question design guidelines 8 6. Non-factual question design guidelines 10 7. Sensitive question guidelines 13 8. General questionnaire...
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...Ravaswami (Vice-President of Human Resources) address to Ms. Cynthia Castle, CEO of Cliffside Holding Company of Massapequa (CHCM). The memo was in regard to establishing and funding something that CHCM did not have before; a new leadership development program specifically design for junior insurance executives. Mr. Ravaswami is suggesting to Ms. Castle not to invest on the leadership training because it will a waste of time and the money can be spent more wisely. I analyzed Mr. Ravaswami’s memo using the ten steps of critical thinking model from the book Asking the Right Questions. The way I accomplished this task was by asking one question at a time and explaining my results. What are the issues and the conclusion? The first step of the critical thinking model asks what are the issues and the conclusion with Mr. Ravaswami’s memo. After a senior executive meeting, the director of operations has suggested that it will be a good investment for CHCM to start a leadership development program for their junior financial executives. Mr. Ravaswami wrote a memo to Ms. Castle explaining his beliefs that CHCM should not proceed with the request because the program is not necessary and he concluded that the money could be spent better. What are the reasons? The second step asks for the reason why Mr. Ravaswami is suggesting not establishing a new leadership development program. As the first reason, the VP of resource discussed that in the last 50 years CHCM had an average rate of...
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...such a model, one sample memo originating from a Cliffside Holding Company of Massapequa will be referenced. The 10-steps of Critical Thinking defined in asking the Right Questions, Browne (2012) will guide this discussion. A summation of findings and suggestions for future readings concludes this discussion. Asking the Right Questions What are the issue and conclusions? The first step to appreciating the authenticity and credibility of the work is to identify the issue as well as the conclusion purported by its author. Browne (2012) defines the issue as the question or controversy that is responsible for the discussion, the actual stimulus (p. 19). In the memo by A. Ravaswami to one of his colleagues, the issue raised is whether a leadership development program is even necessary (A. Ravaswami, personal communication, October 10, 2012). This is an example of an explicitly stated prescriptive issue. The author is raising the question as to what is the proper route for training his top-level executives. The answer to this will involve ethical, moral and personal viewpoints and is therefore a prescriptive issue. Defining the conclusion although complex is the essence of utilizing critical thinking as it helps the reader focus on the message that the author would like us to accept. In Asking the Right Questions, Browne (2012) offered sequential steps to locating this author’s conclusion and are listed here. 1. Ask what the issue is: Knowing and understanding...
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