Chapter 2

CHAPTER 2

The importance of probing questions in promoting deeper learning in the classroom is highlighted in Chapter 2 of Karin Hess' book "Rigor by Design, Not Chance." Hess described probing questions as ones that force students to think critically and profoundly about the material they are studying, and they are crucial in fostering an engaged and exciting learning environment. These inquiries encourage students to learn more about the topic, challenging them to think critically and beyond rote memory. The chapter's examples of challenging questions, such as "What evidence can you provide to support your claim?" and "How does this concept relate to other things you have learned?" highlight their usefulness in eliciting more in-depth analysis. The chapter also underlines the significance of encouraging learners' distinctive viewpoints so they may go beyond passively receiving knowledge and instead actively interact with it and share their own views.

The goals discussed in the research "Audio Peer Feedback to Promote Deep Learning in Online Education" by Filius et al. (2019) are aligned with the chapter's focus on the importance of probing questions in fostering more profound learning. The research looks at how audio peer feedback could improve profound learning results in an online learning environment. In particular, it investigates how offering peer evaluation via audio recordings might enhance students' engagement, comprehension, and the depth of their learning experience.

The ideas discussed in Chapter 2 and the research findings by Filius et al. are correlated. Both sources heavily stress deep learning and critical thinking as crucial elements of a good education. By encouraging higher-order thinking, active involvement, and the emergence of distinctive viewpoints among students, probing questions—as promoted in Chapter 2—serve as a teaching method to support deep learning. These inquiries push students to learn more about the topic, go beyond rote memorizing of data, and engage in deeper conceptual understanding and application.

The emphasis of the research by Filius et al. moves to the function of audio peer feedback in encouraging deep learning in online education. Peer feedback encourages active participation, critical thinking, and the emergence of original viewpoints, just as the probing questions in Chapter 2 did. As a tool for deep learning, audio peer feedback motivates students to provide more unique and engaging feedback. Students may actively participate in their classmates' answers, reflect on their criticism, and deepen their comprehension via audio recordings.

Furthermore, Chapter 2 and the research both stress the value of actively engaging with the material. When used in teaching strategies, probing questions foster a more dynamic and participatory learning environment. The study's focus on utilizing audio peer feedback to promote students' active engagement and reflection is consistent with how talking with their peers pulls them into the material and fosters thinking, reasoning, and active investigation. In the study, students may actively give feedback and, in turn, can reflect on the feedback given by their peers, making the learning process more interactive.

The research by Filius et al. recognizes the possibility that peer input might result in various interpretations and reactions, which is consistent with Chapter 2's emphasis on encouraging distinctive viewpoints. It acknowledges that every student has a distinct viewpoint to contribute, and giving feedback in audio format enables a more nuanced and tailored connection with the material. This is consistent with the focus on students creating their interpretations of the content in Chapter 2 and serves the overall objective of fostering customized and deeper comprehension.

The research by Filius et al. analyzes how audio peer feedback might promote deeper learning in online education. Chapter 2 of "Rigor by Design, Not Chance" offers a strong foundation for understanding the function of probing questions in doing so. Both sources stress the value of participation, critical thinking, and the formation of original viewpoints. To design more efficient teaching and learning experiences that emphasize deep learning and build a thorough grasp of the subject matter, educators may take essential lessons from both chapter 2 and the research. These ideas, which come from challenging inquiries and peer criticism, provide a crucial framework for encouraging deep learning and student participation in modern education.

 

 

References

Hess, K. (2023). Rigor by Design, Not Chance: Deeper Thinking Through Actionable Instruction and Assessment. ASCD.

Filius, R. M., De Kleijn, R. A., Uijl, S. G., Prins, F. J., Van Rijen, H. V., & Grobbee, D. E. (2019). Audio peer feedback to promote deep learning in online education. Journal of Computer Assisted Learning, 35(5), 607-619.

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