Transcript of Effectivequestioning 100724083214-phpapp02
- Effective Questioning and Reacting Techniques (Rowena M.
Tivoli)Children go to school as question marks and leave school
asperiods. Neil Postman
- Focus Question:For a highly interactive class, what are the
various typesof questions asked?What are some questioning skills
that teachers shoulddevelop to generate interaction?How can a
teacher improve his/her questioning skills?What are some effective
reacting techniques?
- Introduction A study was once conducted to find out how
teachersask questions. This was observed in a Grade 6 scienceclass.
A tape recorder was hidden under thedemonstration table. She
conducted a discussion of thelesson for forty minutes. She was able
to ask 29questions, all of which are of the what type. Maybethey
were all answered. They were simple recall. But hasthe teacher
helped develop the pupils thinking skills?
- The kind of questions we ask determine thelevel of thinking we
develop. Low level questionsdemand low level responses. They
requireresponses of the simple recall or memory type ofanswers.
Examples: What was the temperature rangeyesterday? What insect
transmits dengue fever?What part of a plant serves as its
factory?
- High level questions call for higher-coderthinking ability. Why
and how questions requireanalysis of observations. The conclusions
is arrived atafter weighing evidence or establishing a pattern out
ofa recorded tabulation of data. Examples: Why does temperature
continue torise from early morning till about noontime? Howdoes the
hydrologic cycle occur? A question istaken as a request for
information. It is simply aninquiry about something.
- In teaching, it takes the form of a problem at thestart of a n
investigation or query about a current issuesuch as time or
classroom management. It is a statementthat demands an explanation,
a purpose or an argument.A daily lesson seldom without even a
single question. It isthe question, stated in any form that unlocks
thinking.Hence, it is integral in the teaching practice.
- The kind of question we ask varies according topurpose. Here
are some:
- For Assessing Cognition This type of question is used to
determined onesknowledge in understanding. They promote high
levelthinking. Divergent questions and open-ended inquiriescall for
analysis and evaluation. Example: what is likely tohappen if the
ozone layer of the atmosphere continues todeteriorate sound heard
louder when under water thanout of it.
- For Verification It determines the exactness or accuracy of
theresult of an activity or performance. Example: wasthe weight of
liquid displace exactly the same as theweight of the object
immersed in it? Why is lightningseen before the thunder is
heard?
- For Creative Thinking It probes into ones originality. Example:
how willyou present the layers of the earth to your class?
Simulatethe eruption of Mt. Mayon. The question may ask forpupils
own ideas or new ways of doing things. Example:how can you
demonstrate soil-less gardening?
- For Evaluating It elicit responses that include judgment, value
andchoice. It also asks personal opinion about an event, apolicy or
a person. Example: was your teachers slidepresentation well
done?
- For Productive Thinking It includes cognitive reasoning. It
analyses facts,recognizes patterns or trends and invokes memory
andrecall. Example: why was our fourth secretary of thedepartment
of agriculture successful with the smalllandowners? How can we
apply the law of conservation ofenergy?
- For Motivating Before discussing the lessons, a number
ofquestions about the topic can serve to arouse their interestand
focus attention. In attempts to put students in theright mood.
Example: would you like to know how yourfavorite flower can remain
fresh longer? Did you ever traina pet?
- For Instructing The questions asks for useful information. It
directs,guides and advise on what and how to do an
activity.Example: what are the steps in performing an
experiment?
- As to level, question can either below orhigher level.
- Low level Questions They include memory questions or those
thatrequire simple recall. Example: Define energy. State thefirst
Law of Motion.
- High Level Questions These questions call for a respondents
ability toanalyze, evaluate and solve problems. Examples: What
isthe relation between the distance of a planet and its periodof
revolution? Why does temperature rise towardsnoontime?
- Divergent Questions They require the respondent to think in
differentdirections, to think of alternative actions or to arrive
atown decision. There are several possible answers.Example: Why are
you voting for him? What will happen ifyou leave it under direct
sunlight for a week?
- Questioning Skills Class interaction is dependent on your
questioningskills. What skills should you acquire to
generateinteraction among your student?
- Varying type of question ask convergent, divergent and
evaluating question. Convergent questions Convergent questions have
only one acceptable correct answer. An example is what is the
process of food manucfacture that takes place in plant called?
Divergent question are open and may have more than acceptable
answer. Example: how can the government most effectively enforce
law against water pollution? an evaluate question requires
judgement concerning the subject focus. Example: What is your
evaluation of our manner of election in the country?
- Asking non directing question - Pose the question first, then
call on a student to answer. Dont direct your question to just one
students. Direct the question to all.
- Call in non-volunteers Dont just call on those who raise their
hands. Rephrasing - if you sense a question was not understood,
simplify it or ask it in another way. Sequencing logically- it is
asking related questions one from simple to complex one after
another.
- Requiring abstract thinking- This means going beyond simple
recall questions. Examples of questions that require abstract
thinking is What meaning can you derive from the data presented in
the graph? What generalization can you draw from the data
presented?
- Asking open-ended questions- this means asking divergent
questions to develop higher- order thinking skills. Allowing for
sufficient wait time- Wait time refers to the pause needed by the
teachers after asking a question. This is the time when she waits
for an answer. A number of things to consider are: a.) the level of
difficulty of the questions, b.) the type of response required, c.)
the background knowledge of the respondents and d.) the
intellectual ability of the respondents.
- An average of 2 to 5 seconds is sufficientfor what questions
and about 5 to 10 seconds forwhy and how questions. Usually there
is a need to revise or improvethe questions of it proves difficult
at the moment. Thisis a second wait time. A long pause would
encouragethe second wait time. A longer pause would encouragethe
students to continue thinking, In most cases theyare able to think
of the best answer. The follow-upquestions can lead to extended
ideas instead of shortmemory questions.
- Providing sufficient wait time can achieve thefollowing:
*Motivates slow thinking students to respond *Improves the quality
of the responses made *Decreases the amount of guessing or wrong
inferences *Increases the number of correct responses
- *Leads the teacher to vary her questions*Provides the time for
the teachers to evaluate the answers given.*Encourages the students
to ask their own questions. Give students enough time to think
about the answers.
- Assessing comprehension- ask questions to test comprehension.
Now and then find out if your students are with you. Involving as
many as possible- distribute your questions to as many students.
Widen participation. Dont just call on students on students who
raise their hands. By their facial expressions, you can sense who
among your students would like to recite.
- How to improve Questioning Technique The following are some
points to consider toimprove ones questioning technique.
- Know your own style of questioning Request a colleague to
critique your own style asto: a.) kind of questions often asked,
b.) the type of responsesrequired. Knowing your errors in
questioning would make iteasy to effect the necessary changes. Too
many whatquestions will be avoided. Increase your own repertoire of
type questions. Training onemploying divergent, high level and
open-ended questionsimproves your questioning technique. Fully
aware of theinstructional objectives set for a particular lesson,
you wouldbe able to frame more interesting and
thought-provokingquestions rather than the memory type.
- Consider the individual abilities and interest of the
students.Experiencing success in giving corrects answers promotes
afeeling of confidence among them. Select the brighter ones
torespond to high level questions. An approving nod, a smile
orpraise for an answer given will encourage them to volunteer
ownideas. Spend time reflecting on the type of questions you
ask.Improve on them.
- Children are by nature curious. They thinkquestion about almost
anything they see and hear aroundthem. They ask casual, intelligent
and even funnyquestions. Neil Postman said, they come to school
asquestion marks but unfortunately leave school asperiods.
- The teachers reaction to their inquisitiveness canmotivate or
discourage them from asking more question. Somemay give honest
answer, others may instantly stop them fromattempting to ask more.
How can we encourage children to askquestion? Here are some tips:
1) The teachers questioning technique is the key in encouraging
students to ask correct, relevant and high level question. Her
question can serve as a good examples. 2) Attend to their question.
Avoid dismissing irrelevant questions. Assist in clarifying or
refocusing in order to solicit correct responses.
- 3) Praise the correctly formulated questions. It develops
confidence and makes knowledge search easy and satisfying.4) Allot
an appropriate time slot for open questioning. This will encourage
the slow thinker to participate freely.