Harnessing Provocations for Deep Learning

Harnessing Provocations for Deeper Learning
Q head
What are Provocations?
Strategically created questions based around a specific concept.  They encourage students to:
Initiate new ideas and questions
– Us
e Higher Order Thinking Skills
– Be involved in rich discussion

What makes great Provocations?image
Stimulating
– Provocations that use  variety of stimulating media to initiate and open up thinking.  Engaging and relevant media will be more likely to motivate quality student responses.

Hooks – Provocations that are designed to create interest, but also to ensure that that this interest is aligned to the concept (hooked).  They aim to create student interest and inquiry within the boundaries of the concept.
 
Thinking Questions – Provocations that are Higher Order thinking Questions.  These are Open Questions that are often ‘unGoogleable‘.  Answers to these types of questions will offer greater visibility into student thinking and create great opportunities for formative assessment.  Answering these types of questions will also develop the skills required for students in ‘Tomorrows World’ – skills as ‘critical thinkers’ and ‘question askers’.

Collaborative
– When provocations are structured to be collaborative they will help develop many Higher Order Thinkingimage Skills.  In addition collaboration will also offer and opportunity for the students to spend more time ‘In the Question’.  More time discussing and considering the question will allow more opportunities for students  to make connections in their learning.

Video – Harnessing Provocations for Deeper Learning


Positioning Provocations in the Learning Cycle
As we explore concepts we aim to strategically position the provocations using a simple Inquiry model Explore – Explain – Apply.   Using this model we aim to guide students inquiry around the concept.  We aim to utilise provocations in the ‘Explore’ phase prior to supporting students with explanations.  In this phase we want to connect to previous understanding, explore solutions and expose misconceptions.  Provocations are also useful in the ‘Apply’ phase where it again offers the opportunity to connect learning.  Using the provocations in this way could also be the starting point for self directed experiments and student led investigations/inquiry projects.image

Working with Provocations effectively in the Classroom
We have been using an online app called Verso to deliver many of our provocations in class. Verso not only allows us to effectively manage the provocations, but it also has a number of features that enhance this pedagogical approach.
Accountable – it is easy to track each students responses and comments to ensure each student responds.
Authentic Reponses – Students can’t read other responses until they have posted themselves.
Student Voice – Responses are anonymous (for students) giving them the confidence to respond.
Collaborative – By structuring the provocations around collaboration it encourages the students to spend more ‘Time in the Question’ allowing more opportunities to make connections in their learning.
Peer Acknowledgment – Students are able to offer ‘Likes’ and ‘Helpfuls’ to each others responses and comments, which encourages collaboration.
Personalisation – You are able to easily group students to create teachable moments in the class – address misconceptions, group in similar ideas/different ideas.

I have discussed the trial of Verso in my previous post ‘Flipping Inquiry -Exploring Verso’.

Video – A Tour of my Verso account discussing features and impacts on learning

 
If you use Provocations in your classroom and have some great ideas or feedback I would love to hear?

How do you structure provocations?            How do you use them in class?
What makes a good provocation?                  Why do they work? 

5 thoughts on “Harnessing Provocations for Deep Learning

  1. Arty34

    I agree, provocations are an essential element of the art of teaching. They form part of all levels of inquiry from questions for your class to consider quickly to more open inquiry projects. I think often basing your provocations/questions around com on misconceptions is always a good approach. Verso looks great, I will check this one out . Thanks

    Reply
    1. seddonsteve Post author

      Hi Arty34
      Thanks for the comment.
      I totally agree – basing your provocations around common misconceptions is a great approach.
      This can be a great strategy when you teach the similar topic in the future.
      Another approach can to repeat the questions at the tail end of the unit. You may have posed a question in the ‘Explore’ phase at the start, perhaps then repeating the same/similar question at the end of the unit (after ‘Explaining’ in class) and seeing if they have addressed earlier misconceptions.
      Thanks for the thoughts

      Reply
  2. TeachTez

    I love the idea that inquiry learning can sit along side flipped learning.I think. Often some of the core values we have as teachers can get watered down when you start implementing cool tech tools. It looks like you are still getting the time in the type of Pedagogy that counts. Questions are king!
    It really helped to read your other post on 3 flavours of flip and the. Re-read this. It gave me a better over picture foe how your class might operate.
    Keep evolving – looks great!

    Reply
    1. seddonsteve Post author

      Totally agree ‘Questions are King’.
      It is one of those things that hasn’t changed in teaching……..Just ask Socrates!
      Perhaps this is a great provocation: ‘Socrates would love asking questions in the modern classroom’………..
      I am glad you were able to piece together my 2 posts and get a picture of the classroom I am trying to create.
      Thanks

      Reply
  3. Pingback: The Art of Timing Deeper Learning | Totally Learned As

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