Asking Higher-Level Questions with LTL
With LTL, students learn to replace rote learning with inquiry-based critical thinking skills. The following student sample shows how student thinking and learning improves with LTL.
The work samples below are questions generated by students studying oceanography - a branch of applied physics.
The students generated the following low-level questions about oceanography in the first week of applied Learning to Learn:
Student A:
What is a mid ocean ridge? What is the speed of
continental drift?
Student B:
What is a delta? What is turbidity current?
Student C:
Name and describe the four types of dams. What is
isostatic balance?
Three weeks later, using LTL, the students generated the following questions from their work in this course:
Student A:
Contrast water hitting hard rock with waves rolling up on a beach of sand.
Student B:
How does the theory of “plates” relate to the age of the sea floor?
Student C:
How do we use knowledge of the earth’s magnetic field reversal to explain sea floor drift?