Self-generating questions facilitate comprehension. We know that reading
with a purpose stimulates a more focused mind. Questioning while read-
ing provides an opportunity for the reader to predict what is coming next
in the story. Many students find it useful to keep their questions in a
response log or a reading log. Then they can begin to answer the questions
raised as they reflect on the reading and seek other sources.
Sometimes the most significant questions are generated through the
research process. Students can learn that a thoughtful way to end their
research paper is with a set of questions generated as a result of their
inquiry. Students gain much when they realize that there is always more
to know! (See also Koechlin & Zwaan, 2006.)
In Summary
Skillful teachers compose and monitor their questions with the specific
intention of having students engage one or more of the Habits of Mind.
These kinds of questions build heightened consciousness. Students hear
the specific vocabulary, and they soon learn that the habits are valued and
can be used throughout their lives. Furthermore, hearing and responding
to complex questions provides the linguistic models that students will
soon incorporate in their own questioning. Thus they become more skill-
ful in composing questions and posing problems.
References
Billmeyer, R. (2009). Creating thoughtful readers through habits of mind. In
A. Costa (Ed.), Habits of mind across the curriculum: Practical and creative
strategies for teachers.Alexandria, VA: ASCD.
Costa, A. (2001). Teacher behaviors that enable student thinking. In A. Costa (Ed.),
Developing minds: A resource book for teaching thinking(pp. 359–369). Alexan-
dria, VA: ASCD.
Costa, A., & Garmston, R. (2007). Cognitive coaching foundation seminar learning
guide (7th ed.). Revised by J. Elison & C. Hayes. Norwood, MA: Christopher
Gordon.
Koechlin, C., & Zwaan S. (2006). How to empower students to ask questions and
care about answers.Portland, ME: Stenhouse.
Siegel, D. (2007). The mindful brain. New York: W. W. Norton.
Sizer, T. R. (1992). Horace’s school. New York: Houghton Mifflin.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.).Alexandria,
VA: ASCD.
148 Learning and Leading with Habits of Mind