Opportunities for students to write or ask their own questions are much less frequent, and in fact, in many learning situations, students are even discouraged from asking their own questions.
As early chapters of this book indicate, students do not have enough practice formulating or asking questions—and they certainly don’t have enough practice with writing and asking deep, meaningful questions. For example, according to Larry Lewin, most of the questions that students ask “either seek clarification on procedural matters (Which numbers are we supposed to do?); attempt to cut a deal (Can we write two paragraphs instead of three?); or try to detour the group from the lesson (What time does this period end?).”
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