Ask Questions 02

LeadingDiscussions

LeadingDiscussions

Tips for engaging students in discussion

The Art of Asking Questions

Questions

Teachers spend 35-50%of their instructional timeasking students questions

Ask me a question, S. BlackAssociation of School Board Journal, Apr, 2001.

Questions

Questioning is 2nd onlyto lecturing as a common teaching method


Questions

Much of the timeteachers devote toquestioning doesn’t help students learn


Developing SkillsDisc

ussion and

Asking Questio

ns

FacilitatingGroup Discussion

FacilitatingGroup Discussion

Asking QuestionsAsking Questions

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1.Guide and direct2.Review concepts3.Introduce new areas

to investigate4.Generate hypotheses5.Planning experimental

procedures

Purpos

es

• Discussion purposes:

• Analyze and interpret• Assess and revise• Formulate and analyze

conclusions• Summarize

Purpos

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• Discussion purposes:

1.Recall, process and apply levels of thinking can be developed, but….

2.Seventy percent of questions require only recall

3.Questions that demand higher level thinking bring similar level responses

Discus

sion a

nd In

quiry

• Discussion

qualities:

1.A mix of low and high level questions = greatest growth in student thinking

2.A central component to develop is inquiry skills

3.One special technique to develop inquiry skills is creating cognitive conflict

Discus

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• Discussion

qualities:

Proceed to facilitating discussion

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Develo

ping C

ognit

ive Con

flict

Compare student explanationsFeign surprise at either a faulty or correct explanationPose an impossible event implied by a student’s positionEstablish an expectancy for an outcome that testing will not supportAsk for supporting evidence of a rote answerAccept all responses until two conflicting ones emerge

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Cognitive Conflict = moment of disagreementThis is a moment to be cherished to help studentsseek resolution and develop problem solving skill

Inquir

y Skill

s

ObservingInferringVerifyingHypothesizing

All based on experiences in the “field/classroom”

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1.Encouraging Participation

• Seek divergent views• Invite comments• Value diverse

“answers” 2.Supporting group

members• Value each person’s

ideas3.Handling error

• Ask another ? to let student correct self

Guidelin

es

• Facilitating Discussion Involves:

1.Listening attentively• Really hear what is

being said• use WAIT TIME

• saying nothing shows acceptance

• Verbal cues like “I see” show you are listening

• Rephrasing• Ask a question then

name someone

Guidelin

es


1.Wait time = essential to discussion

• Question by teacher• Wait time 3 sec• Student’s response(s)• Wait time 3 sec• Teacher’s Response

Guidelin

es


1.Plan your strategy• Develop questions

ahead of time2.State the problem

clearly and concisely3.Suggest a problem-

solving approach4.Accept and clarify

communication

Nondi

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ive

facilit

atin

g


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1.Withhold judgment 2.Accept feelings along

with content3.Keep the discussion

focused4.Summarize and clarify

directions5.Use WAIT TIME to

involve the students

Nondi

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Basic Basic QuestionQuestion

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Types of Questions

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Clarifying Questions = ask for more information to increase understandingExamples:•Can you be more specific?•What do you mean by ‘stuff’?•Can you say that another way? •Can you give us an example?•Draw that for me•What are you referring to when you say ….?•How do you know about that?

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Extending Questions = ask for more elaboration, explanation, alternatives…Examples:•Can you think of other reasons?•Can you tell us some more about alcohol abuse?•Is there anything else you would like to add? •Do refusal skills for smoking have properties similar to any other health behaviors?•Why do you think drug use..?•What conclusions can you draw?

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Focusing Questions = initiate or shift discussion’s directionExamples:•Let’s go back to our chart, how are these different?•First we want to analyze the information, can anyone see commonalities?•Now, what were we discussing a minute ago? •How does that relate to the topic?•What other factors should we consider for this??

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Lifting Questions = try to lift the level of discussion from narrow to broad, Examples:•Accepting the statements on the board are common to both, what can we say about the relationship of __ and __?•What hypotheses might explain how media influences teen buying?•What is the relationship of __ to __?•What conclusions can you draw now?

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Summarizing Questions = used when a lengthy statement buries the meaningExamples:•How can we put what you just said on the board?•Can you give us the main idea of what you are saying?

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Asking good questions takesplanning and practice. The following questions use an Inquiry approach to begin the discussion:

•What do you know about the problem?•What have you learned about the problem?•What do we need to investigate?

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Have a cleargoal in mindfor the discussion

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Asking good questions takesplanning and practice. The following questions use an Inquiry approach to begin the discussion:

•How will we find answers we need to solve the problem?•What are some possible causes?•What are some possible solutions?

Phrasing Questions

Createopen-endedquestions

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Clarity and specificity of the questions will influence the clarity, specificity of student answers.Effective questions take planningand practice and will:

•Contain words that are easily understood by students•Be stated simply, avoiding clutteringwith more questions or explanations•Have a clear outcome or goal in mind

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Clarity and specificity of the questions will influence the clarity, specificity of student answers.Effective Questions will:

•Be open ended•Focus students on the content•Promote thinking about the content•Demand that the teacher listen carefully in order to respond with questions that will extend learning

Probing Questions

Listen carefullyin order to respondwith a ? that continues discussion

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Probing questions= thosethat follow-up on studentresponses to clarify, extend,personalize and/or supporttheir thinking.

•Demand careful listening in order to ask probing questions that movethe class toward the goal of the discussion

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Examples

•What do you mean by…?•Have you considered…?•How do you know that?•What is an example of..?•On what basis did you decide..?•Why do you think drug use…?

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Examples:

•What conclusions can you draw now?•What seems important here?•What does this mean for our problem?•What other factors might cause…?•Where else could we find…?•You are concerned about ___, our focus is on ___ explain how these tworelate.

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Try to developquestions thatwill keep discussiongoing toward the lesson goals

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•What goal might a teacher have inmind for asking a question in responseto this situation?•What questions might be asked to takea discussion further toward the goal?•How might a teacher use the responsesTo further exploration of the problem?

While a teacher is gatheringthe class’ knowledge aboutadolescent drug use, a studentsays, “Only a few kids are reallyhooked on drugs. Most just do drugs now and then.

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While a teacher is gatheringthe class’ knowledge aboutadolescent drug use, a studentsays, “Marijuana isn’t as bad for you as alcohol, and alcohol is legal.”

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While a teacher is gatheringthe class’ knowledge aboutadolescent drug use, a studentsays, “You drink one drink everyhour and not get drunk. So, kidsjust need to slow down.”

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While a teacher is gatheringthe class’ solutions to adolescent drug use, a student says, “Legalize drugs, then it won’t besuch a problem.”

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While a teacher is gatheringthe class’ solutions to adolescent drug use, a student says, “We need to teach kids how todrink responsibly.”

References


Michigan Model for Comprehensive SchoolHealth Education (2003). Trainer’s ToolkitEMC, Mt. Pleasant, MI

FAST, Foundational Approaches in ScienceTeaching, 2nd Ed. Instructional Guide (1992).Donald B. Young, Francis M. Pottenger III.CRDG, Honolulu, HI.

Contact: [email protected]

Ask Questions 02

Education

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