Tag Archives: questions

The best questions

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There is a cliche saying that, ‘There is no such thing as a dumb question.” Tell that to a teacher who has just started an engaging discussion in a class and a kid undermines the flow of the conversation with a dumb, often unrelated question. The reality is that questions have innate and even measurable value and there is depth and quality to good question asking.

Think about how important good questioning is in the new world of AI. We need not look far on social media these days to find a post about how to generate intelligent prompts… intelligent questions, well posed, and designed to give you back optimum responses. Design the right question and you increase the chances of an ideal answer.

What’s the best way to promote good questioning in schools? How do we teach ‘Asking good questions?’

At Inquiry Hub we have students design their own inquiries. They take a course developed around the students figuring out what their inquiry question is, then answering it. And they don’t do this once, they do this several times over the year for their first two years, then in Grade 11 they design a full year course.

All the while, students are asking questions, then seeking answers. It’s the practice of asking the questions and not just seeking the answers that makes this process special. They aren’t just asking questions Google or AI can produce answers to. They are not answering a question the teacher asked. They are forming the questions and thus the direction of the learning.

You don’t start asking better and better questions just by answering other people’s questions. You don’t ask better and better questions without practicing forming the questions yourself. Students need to be designing the questions. Because if they are only in charge of answering them, there will be tools and upcoming technologies that will find the same or better answers, faster. The future innovators of the world will be better at writing the best questions, not just answering them.

Content Free Learning (in a world of AI)

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Yesterday, when I took a look at how it’s easier to make school work Google proof than it is to make school work AI proof, I said:

How do we bolster creativity and productivity with AND without the use of Artificial Intelligence?

This got me thinking about using AI effectively, and that led me to thinking about ‘content free’ learning. Before I go further, I’d like to define that term. By ‘content free’ I do NOT mean that there is no content. Rather, what I mean is learning regardless of content. That is to say, it doesn’t matter if it’s Math, English, Social Studies, Science, or any other subject, the learning is the same (or at least similar). So keeping with the Artificial Intelligence theme, here are some questions we can ask to promote creativity and productivity in any AI infused classroom or lesson:

“What questions should we ask ourselves before we ask AI?”
“What’s a better question to ask the AI?”
“How would you improve on this response?”
“What would your prompt be to create an image for this story?”
“How could we get to a more desired response faster?”
“What biases do you notice?”
“Who is our audience, and how do we let the AI know this?”
“How do we make these results more engaging for the audience?”
“If you had to argue against this AI, what are 3 points you or your partner would start with?”

In a Math class, solving a word problem, you could ask AI, “What are the ‘knowns and unknowns’ in the question?”

In a Social Studies class, looking at a historical event, you could ask AI, “What else was happening in the world during this event?” Or you could have it create narratives from different perspectives, before having a debate from the different perspectives.

In each of these cases, there can be discussion about the AI responses which are what students are developing and thinking about… and learning about. The subject matter can be vastly different but the students are asked to think metacognitively about the questions and tasks you give AI, or to do the same with the results an AI produces.

A great example of this is the Foundations of Inquiry courses we offer at Inquiry Hub. Student do projects on any topics of interest, and they are assessed on their learning regardless of the content.  See the chart of Curricular Competencies and Content in the course description. As described in the Goals and Rationale:

At its heart inquiry is a process of metacognition. The purpose of this course is to bring this metacognition to the forefront AS the learning and have students demonstrate their ability to identify the various forms of inquiry – across domains and disciplines and the stages of inquiry as they move through them, experience failure and stuckness at each level. Foundations of Inquiry 10 recognizes that competence in an area of study requires factual knowledge organized around conceptual frameworks to facilitate knowledge retrieval and application. Classroom activities are designed to develop understanding through in-depth study both within and outside the required curriculum.

This delves into the idea of learning and failure, which I’ve spoke a lot about before.In each of the examples above, we are asking students challenging questions. We are asking them to critically think about what we are asking AI; to think about how we can improve on AI responses; or, to think about how to use AI responses as a launching point to new questions and directions. The use of AI isn’t to ‘get to’ the answer but rather to get to a challenging place to stump students and force them to think critically about the questions and responses they get from AI.

And sometimes the activity will be too easy, other times too hard, but even those become learning opportunities… content free learning opportunities.

AI is Coming… to a school near you.

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Miguel Guhlin asked on LinkedIn:

“Someone asked these questions in response to a blog entry, and I was wondering, what would YOUR response be?

1. What role/how much should students be using AI, and does this vary based on grade level?

2. What do you think the next five years in education will look like in regards to AI? Complete integration or total ban of AI?”

I commented:

1. Like a pencil or a laptop, AI is a tool to use sometimes and not use other times. The question is about expectations and management.

2. Anywhere that enforces a total ban on AI is going to be playing a never-ending and losing game of catch-up. That said, I have no idea what total integration will look like? Smart teachers are already using AI to develop and improve their lessons, those teachers will know that students can, and both will and should, use these tools as well. But like in question 1… when it’s appropriate. Just because a laptop might be ‘completely integrated’ into a classroom as a tool students use doesn’t mean everything they do in a classroom is with and on a laptop.

—

I’ve already dealt with some sticky issues around the use of AI in a classroom and online. One situation last school year was particularly messy, with a teacher using Chat GPT as an AI detector, rather than other AI detection tools. It turns out that Chat GPT is not a good AI detector. It might be better now, but I can confirm that in early 2023 it was very bad at this. I even put some of my own work into it and I had Chat GPT tell me that a couple paragraphs were written by it, even though I wrote the piece about 12 years earlier.

But what do we do in the meantime? Especially in my online school where very little, if any, work is supervised? Do we give up on policing altogether and just let AI do the assignments as we try to AI proof them? Do we give students grades for work that isn’t all theirs? How is that fair?

This is something we will figure out. AI, like laptops, will be integrated into education. Back in 2009 I presented on the topic, “The POD’s are Coming!”

(Slideshow here) About Personally Owned Devices… laptop etc… coming into our classrooms, and the fear of these devices. We are at that same point with AI now. We’ll get through this and our classrooms will adapt (again).

And in a wonderful full-circle coincidence, one of the images I used in the POD’s post above was a posterized quote by Miguel Guilin.

It’s time to take the leap. AI might be new… but we’ve been here before.

Bad questions

One of the dumbest tropes in education is that, ‘There is no such thing as a bad question’. Yes, yes there is. Yes there are. There are many bad questions. We live in a world filled with bad questions.

Why are people still asking if climate change is real? Why do people still question if the world is flat? Why do people still question evolution and want creationism taught in classrooms?

Because we live in a world where bad questions are asked and people respond to them. With each justification there is a rebuttal, and when millions of people hear the dumb, illogical, misleading, and inaccurate rebuttals some of them will believe these bad ideas.

Bad ideas spread from debating bad questions.

Good questions deserve debate. Bad questions should be ignored… or redirected. ‘Is climate change real’ is a dumb question based on a bad idea. A better question is, ‘We know humans are impacting the climate, what can be done to reduce that impact?’ Spending time rationalizing the first question is literally giving the question too much power, and the ignorant responses an opportunity to be shared.

It’s worth saying this again, it’s the problem we face today across many fields, spreading through news and social media… and when we participate, we are part of the problem:

Bad ideas spread from debating bad questions.

So the next time someone tells you there is no such thing as a bad question, you might want to disagree, just don’t waste too much time debating the point.

A matter of perspective

Dogs smell things that we can’t. Cats see better in the dark. Time passes more slowly for flies. Many animals have faster reaction times than us. And on top of that, our eyes lie to us, filling in blind spots and colour. And then there is our minds… Our learned habits and expectations… Our patience or lack of patience. Our demeanour, and our tolerance for errors, cleanliness, and even each other.

All these things suggest that the world we see is unique just to us. Us as a species as well as us as individuals. I look outside and I see a plant with yellow leaves, someone else sees that the leaves have some green in them too. Still another person can name the plant, and someone else is more concerned that it need watering or pruning. In every case it’s the same plant.

There are so many things I’ve been dealing with recently where perspectives are completely different. I can see this from perspective, but I’m finding it challenging helping others to do the same. Sometimes this is because I lack the skill to do so. Sometimes people aren’t willing to consider other perspectives. And sometimes it’s a combination of these two things.

I often wonder, what am I missing? What am I not seeing? How can I share what I do see meaningfully? How can I better understand the differing perspectives? How can I illuminate an issue so that differing perspectives come a bit more together?

These are not easily answered questions. Or at least that’s my perspective… which I might need to change. 😀

Teaching in an era of AI

Yesterday I wrote about Next level artificial intelligence and since then I’ve learned quite a bit about ChatGPT capabilities. It’s an amazing tool and people are catching on, with over 1 million users trying it out in just 6 days. The implications for teaching are huge. Students can use this AI to have original work created for them that will not show up in a Google search if a teacher suspects plagiarism.

For years now I’ve heard the mantra that teachers need to ask questions that you can’t find the answer to on Google. But those questions could be uniquely answered by Chat GPT with no way of a teacher knowing it wasn’t done by a student… other than the fact that the writing might be of a higher quality than usual.

I don’t see Chat GPT completely doing all the work, but it will be a tool students use to build on. For instance, I asked this AI to do the following:

Write a 5 paragraph essay that compares and contrasts Winston Smith in George Orwell’s novel 1984 with Bernard Marx in Aldous Huxley’s novel Brave New World.

This is what it came up with in about 5 seconds:

Winston Smith and Bernard Marx are both characters in dystopian novels, but they have some significant differences. In George Orwell’s 1984, Winston is a rebellious member of a totalitarian society who secretly resists the oppressive government. In contrast, Bernard Marx in Aldous Huxley’s Brave New World is a member of a highly technologically advanced society where the government has complete control over its citizens.

One of the main differences between the two characters is their relationship with their respective governments. Winston is actively opposed to the government, and he goes to great lengths to avoid detection and to resist their control. Bernard, on the other hand, is more accepting of the government’s authority, and he is content to live within the strict societal boundaries set by the ruling class.

Another significant difference is their social status. Winston is a low-ranking member of society who works in the Ministry of Truth. He is not well-liked and is considered an outsider by many of his coworkers. Bernard, on the other hand, is a high-ranking member of society and is considered to be one of the ruling elite. He is well-liked and respected by his peers, and he has access to privileges and luxuries that are not available to the lower classes.

Additionally, the two characters have different views on love and relationships. In 1984, love is considered to be a dangerous emotion that must be suppressed. Winston, however, longs for intimacy and connection, and he ultimately falls in love with Julia despite the risks. In Brave New World, love is viewed as a primitive and outdated concept. Bernard, like many other members of society, is content with superficial relationships and casual sex.

Overall, Winston Smith and Bernard Marx are two characters who live in vastly different societies, and they have different attitudes towards the government and their own social status. While Winston is a rebellious outsider who longs for love and connection, Bernard is a conformist member of the ruling class who is content with the superficial relationships of his society.

Now I don’t think this is a great piece of literature, but I will tell you that the comparing and contrasting that was done offers insights I might not have made if I was writing this essay on my own. This would be a great starting point to a more comprehensive essay… which I could further get Chat GPT to assist me with.

This is a game changer for teaching. The question won’t be how do we stop students from using this, but rather how do we teach students to use this well? Mike Bouliane said in a comment on yesterday’s post, “Interesting post Dave. It seems we need to get better at asking questions, and in articulating them more precisely, just like in real life with people.“

Indeed. The AI isn’t going away, it’s just going to get better. When I asked the question above, I didn’t ask the AI to give specific examples as evidence. That was my first and only attempt. What happens if I iterate a bit more? Add more detail? Put the result back into the AI and ask it to make improvements?

We aren’t going to be able to teach around this tool, so we are probably going to have to teach students when and how to use it. Teaching in the age of very articulate AI is going to have to look different than teaching just a few years ago.

No vs Know

Sharing some wisdom from George Couros and his mom, who always told him ‘it never hurts to ask, because the dreams you have are sometimes just a question away’. Here is the quote, and I really love it:

“It’s better to hear ‘no’ than to never know.”

When people meet me, they don’t often know that I’m an introvert. I used to spend hours living in my own head, and I still go there too often. Solitude is my friend, and I’d rather hang out with one friend, maybe 2, but I tune out crowds and would rather be alone than be in a group.

As a kid, and early into adulthood, I would build scenarios in my head about what could happen, but I wouldn’t speak up. I’d turn down opportunities that would have been great. And I’d not ask a simple question that could have opened doors for me, or provided my with opportunities. I’m still learning how to ask for help rather than doing a lot of work myself.

It’s not even that I fear the ‘no’, it’s the idea of asking that holds me back. So, maybe that’s why I love this so much… because I can think of many times in my life that hearing ‘no’ would have been better than not knowing.

Question my answers

Here is a wonderful quote from Derek Sivers, in a podcast interview on ‘Far Out‘.

“I like to ask myself questions, and then most importantly I like to question my answers. I like to doubt myself, and I assume that I am accidentally lying to myself. I assume that the person speaking is a liar, meaning me. So I like to dissect my beliefs and habits and actions, and see if they might be hollow.”

Later he talks about wanting to do something for a really long time and says that if that’s the situation you are in, then you really don’t want to do it. That is to say, if you really wanted to do something, then you’d do it. If you keep saying you want to do it but you don’t, you aren’t being truthful to yourself.

What do you really want to do? Whatever your answer… question it!

—–

I’m a huge fan of Derek, you can find his books, blog, and podcast all here: https://sive.rs.

Where are my keys?

My wife and I are constantly asking questions like this since we started our main floor renovation. We usually have our spots for things as we enter the door and those spots have been replaced by plywood and empty rooms. This morning it was, “Where’s my wallet?”

But as I internally asked myself that question, I wondered whose voice do I here and who am I asking? Do I really need to verbalize that question to myself? Yes, I do. But why?

Our minds are fascinating. And they don’t come with a user guide. One important thing that I’ve learned about it though is that minds are powerful answering machines. My mind may not know where my keys or my wallet are, but it immediately starts to think of a possible answer when I ask.

So are we asking the right questions? I’m not sure we are most of the time?

Why do I always lose my keys?

Why do these things always happen to me?

What’s wrong with me?

Why me?

Ask and ye shall receive. Seek and ye shall find.

Ask the wrong questions, and your amazing brain will do its job and find you an answer.

So, are you asking your brain empowering questions, or are you asking it questions that undermine you, and give you reason to believe you deserve less, are worthless, (worth less)?

What did I do with my keys after I came through the front door?

What will make this situation better?

What can I ask myself, so that my brain gives me a worthy and self-enriching answer?

It’s time to find the key.

—

The Learning Cliff

Everyone has heard of the Learning Curve. When you try something new and challenging, it is said that this has a ‘steep learning curve’. When new staff, teachers and secretaries, join my online school, I always tell them that they are going to experience a learning cliff. That is to say, there is so much to learn that you literally won’t remember how to do something shortly after you’ve tried to internalize it. You will hit a cliff or a barrier where you feel frustrated and think, “I already asked about this, I should know this.”

The reality is, ‘No, you shouldn’t,’ it’s totally understandable that you didn’t take in the answer to this question you have, when you tried to learn 15 other things at the same time. So, it’s perfectly ok to ask a second, third, even fourth time. We all worked through the learning cliff by asking the same questions more than once. We all know what it’s like to have so many new systems added to what we do. We all know it feels dumb asking again. We all appreciated others answering our same questions more than once. We are all happy to do the same for you.

I try to have this conversation in front of my long-time secretaries, because they agree and acknowledge that they heard me say this. And that they both appreciated the freedom to ask, and the welcoming responses to the same questions.

You don’t know that you didn’t learn everything you needed to until you hit the cliff with this feeling of, ‘I’ve been told how to do this already,’ or ‘I know that I did this before, why can’t I figure out how to do it again?’

When the culture is ‘ just ask again’, it turns the cliff back into a curve… there’s still a lot to learn, but the path to greater learning is more gradual and attainable.