Learning about learning

http://www.learntolearn.ac.uk/cgi-bin/learntolearn/index.pl?start=home/004_workshops
This is a uk study which discusses learning about learning in a schooling context. This study highlights the importance of
1. sharing criteria (why are we learning this; what criteria are we assessed against?)
2. giving effective feedback (comments)
3. self-assessment strategies
The Learning how to Learn project has identified a number of practical strategies involving self-assessment and peer-assessment:

oStudents assessing their own/peers’ work

owith marking schemes

owith criteria

owith exemplars

oIdentifying group weaknesses

oSelf-assessment of confidence and uncertainty

oTraffic lights

oSmiley faces

oPost-it notes

oEnd-of-lesson students’ review

4. rich questioning
In brief questioning strategies recommended involve giving pupils time to respond; asking them to discuss their thinking in pairs or in small groups, so that a respondent is speaking on behalf of others; giving pupils a choice between different possible answers and asking them to vote on the options; asking all of them to write down an answer and then reading out a selected few.
Socratic questioning - six types...

1.Questions of clarification
What do you mean by that?
Can you give me an example?

2.Questions that probe assumptions
What is being assumed?
Why would somebody say that?

3.Questions that probe reason and evidence
What are your reasons for saying that?
What criteria do you base that argument on?

4.Questions that probe implications and consequences
What might be the consequences of behaving like that?
Do you think you might be jumping to conclusions?

5.Questions about viewpoints or perspectives
What would be another way of saying that?
How do Hannah's ideas differ from John's?

6.Questions about the question
How is that question going to help us?
Can you think of any other questions that might be useful?

Thus,  Socratic questions are generally open and, if used appropriately, can stimulate pupil enquiry, exploration and critical thinking. Because they often involve complex thinking and are used to build up concepts, ideas and information, they require time for reflection, explanation and personal response and will often generate further questioning and discussion.  
[the questioning workshop looked really interesting and worthwhile and could inspire a tutorial activity.] 


See too Gilbert Ch 2 Critical Inquiry in SOSE - the big picture (p 32) "Framing key questions". 
It explores the question "What constitutes a good key question?" 
A good key question will:

• reflect the current concerns and interests of students but also provide links to wider societal issues.
• illustrate a range of views rather than lead to a simple yes or no.
• have potential for community-school reciprocity.
• be 'researchable' by students.
• provide appropriate depth and challenge.
• lead to socially critical understandings of the world that reflect the values of social justice, democratic processes and ecological sustainability.
• present the possibility of further action by students.