ED 149 076

DOCUMENT 1150112

08 CE 014 312

TITLE Professional Teacher EdOcatio. Module Series. EmployOral Questioning Techniques, Module C-12 cf CategoryC--Instructional Execution.

INSTITUTION Ohio State Univ., Columbus. National Center forResearch in Vocational Education.

SPONS AGENCY National Inst. of Education (DBEW), Washington,D.C.

PUB DATE 77NOTE 43p.; For related documents see CE 011 532, CE 011

534, CE 014 295-355, CE 014 358 (student guide), CE014 588 (resource person es guide), CE 014 532-539,and CE Cl" 589-591

AVAILABLE FROM American Association for Vocational InstructionalMaterials (NAVIN, 120 Engineering Center, Universityof Georgia, Athens, Georgia 30602 02.10)

EDRS PRICE MF-S0..83 HC -$2.06 Plus Postage.DESCRIPTORS Classroom Techniques; Educational Strategies;

Individualized Cuviculum; *Learning Activities;Learning Experience; Learning Modules; OralCommunication Method; Performance Based TeacherEducation; Post Secondary Education; *QuestioningTechniques; Secondary Education; Student Reaction;Teacher Education Curriculum; Teacher Response;Teaching Methods; *Teaching Skills; *TeachingTechniques; Verbal Communication; *VocationalEducation

IDENTIFIERS Blooms Taxonomy of Educational Cbjectives

ABSTRACTThis twelfth in a series of twenty-nine learning

modules on instructional execution is designed to give secondary andpostsecondary vocational teachers help in developing the skillsneeded to employ oral questioning techniques. Introductory sectionsrelate the competency dealt with here to others in the program andlist both the enabling objectives for the four learning experiencesand the resources required. Materials in the learning experiencesinclude_ required reading, a self-check quiz with model answers,performance checklists, and the teacher performance assessment formfor use in evaluation of the terminal objective. (The modules oninstructional execution are part of a larger series cf 100performance - based teacher education (PETE) self-contained learningpackages for use in preservice or inservice training of teachers inall' occupational areas. Each of the field-tested modules focuses onthe development of one or more specific professional competenciesidentified through research as important to vocational teachers.Materials are designed for use by teachers, either on an individualor group basis, working under the direction of one or more resourcepersons/instructors.) (BM)

**********************************7**********************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

EmployOral Questioning

Techniques=1MWMIMNI.t.

MODULE C-12 OF CATEGORY C-INSTRUCTIONAL EXECUTIONPROFESSIONAL TEACHER EDUCATION MODULE SERIES

U S DEPARTMENT OF HEALTH,EDUCATION A WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE **EPSON OR ORGANIZATION ORIGIN

AT 41IG IT 00iNtS OF yiEW OR OPINIONSSTATE!, DO NOT NECESSARILY REPRE-SENT OFFICiAL NATIONAL INSTITUTE OFROVE TION POSITION OR POLICY

"PERMISSION -0 REPRODUCE THISMATERIAL HAS BEEN GRANTED CV

...Ce.__111

TO THE EDUCATIONRL OURCESINFORMATION CENTER (ERIN) ANDTHE ERIC SYS1 EM CONTRACTORS

The Center for Vocational EducationThe Ohio State University

KEY PROGRAM STAFF:

James B. Hamilton, Program Director

Robert E. Norton, Associate Program Director

Glen E Fardig, Specialr,t

Lois G Harrington, Program Assistant

Karen M Quinn, Program Assistant

Copyright 1977 by The Center for Vocational Education, The Ohio State Univer-sity, 1.60 Kenny Road, Columbus, Ohio 43210

Copyright is clairnftl until January 141 1982 Thereafter all poritons of this work covered by this copyright will

be in the public domain

This work was developed under a con' act with Department of Hcalth Education and WelfareNational Institute of Education However the opinions and other content do not necessarilyreflect the position or policy of the Agency and nc official endorsement should be inferred

ik

1977

ISBN 0-914452-68-1

Published and distributed by the American Association forVocational Instructional Materials (AAVIM), 120 EngineeringCenter, University of Georgia, Athens, Georgia 30602, (404)542-2586. N.......)

12

FOREWORDThis module is one of a series of 100 performance-basedteacher education (PBTE) learning packages focusing uponspecific professional competencies of vocational teachers. The

iesupon which these modules ere based were iden-

tcCentidncverifie4 through research as being important to suc-cessful vocational teaching at both the secondary and post-secondary levels of instruction The modules are suitable forthe preparation of teachers in all occupational areas.Each module provides learning experiences that integrate= and application; each culminates with criterion refer-

assessment of the teacher's performance of the spec-ified competency. The materials are designed for use by indi-vidual or groups of teachers in training working under thedirection and with the assistance of teacher educators acting asresource persons. Resource persons should be skilled in theteacher competency being developed and should be thor-oughly oriented to PBTE concepts and procedures in usingthee* materials.The design of the materials provides considerable flexibility for

'--pilannieg.10 conducting performance-based preservice endiflierViCe tM001' preparation programs to meet a wide varietyof IrKlividual oilqa and interests. The materials are intended foruse by univiestties and colleges, state departments of educa-tion, post-secondary institutions. local education agencies, andothers responsible for the professionard&elopment of voca-tional teachers. Further information about the use of the mod-ules in teacher education programs is contained in three re-lated documents: Student Guide to Using Performance-BasedTeacher Education Materials, Resource Person Guide toUsing Performance-Based Teacher Education Matedals andGuide to Implementation of Performance-Based TeacherEducation.

The PBTE curriculum packages are products of a sustainedresearch and development effort by The Center's Program forProfessional Development for Vocational Education. Many in-dividuals, institutions, and agencies participated with The Cen-ter and have made contributions to the systematic develop-ment, testing, revision, and refinement of these very significanttraining materials Over 40 teacher educators provided input indevelopment of initial versions of the modules; over 2,000teachers and 300 resource persons in 20 universities, colleges,and post-secondary institutions used the materials and pro-vided feedback to The Center for revisior and refinement.Special recognition for major individual roles in the direction,development, coordination of testing, revision, and refinementof these materials is extended to the following program staff:James B. Hamilton, Program Director, Robert E Norton, As-

!iodate Program Director; Glen E. Fardig, Specialist; Lois Har-rington, Program Assistant; and Karen Quinn, Program Assis-tant. Recognition is also extended to Kristy Ross, TechnicalAssistant; Joan Jones, Technical Assistant; and Jean Mean-bough, Artist for their contributions to the final refinement ofthe materials. Contributions made by former program staff to-ward developmental versions of these materials are also ac-knowledged. Calvin J Cotrell directed the vocational teachercompetency research studies upon which these modules arebased' and also directed the curriculum development effortfrom 1971-1972. Curtis R. Finch provided leadership for theprogram from 1972-1974.

Appreciation Is also extended to all those outside The Can sr(consultants, field site coordinators, teacher educators,teachers, and others) who contributed so generously in variousphases of the total effort. Early versions of the materials weredeveloped by The Center in cooperation with the vocationalteacher education faculties at Oregon State University and atthe University of Missouri-Columbia. Preliminary testing of themateriels was conducted at Oregon State University, TempleUniversity, and University of Missouri-Columbia.

Following preliminary testing, major revision of all materialswas performed,by Center Staff with the assistance of numerousconsultants and visiting scholars from throughout the country.

Advanced testing of the materials was carried out with assis-tance of the vocational teacher educators and students of Cen-tral Washington State College; Colorado State University; FerrisState College, Michigan; Florida State University, Holland Col-lege, P.E.I., Canada; Oklahoma State University; Rutgers Uni-versity; State UM', ersity College at Buffalo; Temple University;University of Arizona; University of Michigan-Flint; University ofMinnesota-Twin Cities; Ur iversity of Nebraska-Lincoln; Univer-sity of Northern Colorado, University of Pittsburgh; Universityof Tennessee; University of Vermont; and Utah State University.

The Center is grateful to the National Institute of Education forsponsorship of this PBTE curriculum development effort from1912 through its completion. Appreciation is extended to theBureau of Occupational and Adult Education of the U.S. Officeof Education for their sponsorship of training and advancedtesting of the materials at 10 sites under provisions of EPDAPart F, Section 553. Recognition of funding support of theadvanced testing effort is also extended to Ferris State College,Holland College, Temple University, and the University ofMichigan-Flint.

Robert E. TaylorDirectorThe Center r Vocational Education

CENTER FOPI VOCAT/N...... EDUCATIONonn. Stow Unh.ol, MO 4, Or, Road Columbus 63'10

The Center for Vocational Education's mission is toincrease the ability of diverse agencies, institutions, andorganizations to solve educational problems relating toindividual career planning and preparation The Centerfulfills its mission by

Generating knowledge tnrough researchDeveloping educational programs and productsEvaluating individual program needs end outcomesInstalling educational programs and productsOperating information systems and servicesConducting leadership development and trainingprograms

AMERICAN ASSOCIATIONFOR VOCATIONAL

INSTRUCTIONAL MATERIALSEngineering Center

University of GeorgiaAthens, Georgia 30002

The American Association for Vocations; InstructionalMaterials (AAV1M) Is an interstate organization of univer-sities. colleges and divisions of vocational education de-voted to the improvement of teaching through better in-formation and teaching aids

3

Oral questioning can be one of the most ver-satile and effective teaching-learning techniquesDue to the nature of the classinom situation, oralactivities comprise a major portion of the totalstudent-teacher interaction. To be effective, theteacher needs to know how to utilize the timespent in oral communication profitably. Teachersneed to develop good questioning skills so that thequestion% they ask will (1) require studeOlts to thinkcritically, and (2) provide feedback to the teachersas to student understanding of the topic(s) be ngdiscussed.

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INTRODUCTIONGood questions require careful thought and

precise wording. While it may be easy to ask sim-ple "yes" or "no" questions, they can also be an-swered without much thought on the part cf thestudents. To ask good questions, it is necessary foryou to be aware of techniques for stating ques-tions which

assess student understanding of a given con-cept, principle, or procedureask the student to describe how, state why,indicate the cirr7umstances, etc.motivate the student to use higher thinkingprocesses (analysis and synthesis, not mererecall)require carefully thought-out r3sponses bythe student

In order to be an effective oral questioner, youneed to understand the characteristics of, andtechniques involved in, effective oral questioning.This module is designed to give you that under-standing and to help you develop skill in employ-ing oral questioning techniques.

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ABOUT THIS MODULEObjectives

OW whoa iltuikton, etr

theleachwinerUenting

Enabilrg Oble:tives:1 After completing the required reading, demonstrate

knowledge of the techniques and procedures in-volved in affective oral questioning (Learning Ex-perience I)

2. After selectipg a student performance objective inyour occupational specialty, develop a series,of oralquestions relating to that objective (Learning Experi-ence I;;

3 In a simulated classroom situation employ oral ques-tioning te,..`-miques in a lesson (Learning ExperienceI!!)

PrerequisitesTo complete this module, you must have competency indeveloping a lesson plan If you do not already have thiscompetency, meet with your resouke person to deter-mine what method you will use to gain this skill. Oneoption is to complete the intormation and practice ac-tivities in the following module

Develop a Lesson Plan, Module 8-4

ResourcesA list of the outside resources which supplement thosecontained within the module follows. Check with yourresource person (1) to determine the availability and thelocation of these resources, (2) .J locate additional ref-erences in your occupational specialty, and (3) to getassistance in setting up activities with peers or observa-tions of skilled teachers, if necessary Your resourceperson may also be contacted if you have difficulty withdirections, or in assessing your progress at any time

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Learning Experience IOptional

Reference. Sanders, Norris M. Classroom Ques-tionsWhat Kinds' New York, NY. Atherton Press,1964.

'.earning Experience IIRequired

A resource person to evaluate your competency inpreparing a series of oral questions

Learning Experience IIIReqtfired

2-5 peers to role-play students to whom you arepresenting a lesson, and to critique your perfor-mance in employing oral questioning techniques. Ifpeers are unavailable, you may present your lessonto your resource person.

OptionalA resource person to evaluate your competency inaeveloping a lesson planVideotape or audiotape equipment for taping, view-ing or listening to, and self-evaluating your p,esen-tation.A locally-produced videotape of a teacher employ-ing oral questioning techniques which you can viewfor the-purpose of critiquing that teacher's perfor-manceVideotape equipment for viewing a videotaped pre-sentation involving the use of oral questioningtechniques

Learning Experience IVRequired

An actual school situation in which you can employoral questioning techniquesA resource person tc, assess your competency inemploying oral questioning techniques

This module covers performance element number 102 from Calvin J.Cotreil et a:. Model Currirula for Vocational and Technical Education.Report No V (Columbus, OH The Center for Vocational Education, TheOhio State University, 1972) The 384 elements in this document form theresearch base for all The Center's PBTE module development

For information about the general organization of each module, generalprocedures for their use, and terminology which is common to all 100modules, see About Wing the Center's PBTE Mod ules on V- inside backcover

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Learning Experience IOVERVIEW

After completing the required reading, demonstrate knowledge of thetechniques and procedures involved in effective oral questioning.

You will be reading the information sheet, Employing Oral QuestioningTechniques, pp. 6-11.

IOPdenel You may wish to read the supplementary reference, Sanders, ClassroomActivity I QuestionsWhat Kinds?, pp. 1-11.

You will be demonstrating knowledge of the techniques and proceduresinvolved in effective oral questioning by cornpletino the Self-Check, pp.11-12.

You will be evaluating your competency by comparing your completedSelf-Check with the Model Answers, p. 13.

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For information concerning the purposes, limitations, and characteristicsof oral questioning, and the techniques involved in employing oral ques-tioning, read the following information sheet:

EMPLOYING ORAL QUESTIONING TECHNIQUES"To question well I.3 to teach well." Socrates

would have agreed with this statement. He usedquestioning to the exclusion of all other methods.In teachingtoday, how-ever, we rec-ognize . iatoral ques-tioning isone of sev-eral impor-tant teachingmethods.

Advantages I

Oral ques-tioning is aneffective wayto stimulatestudentmotivation and participation. Queponing pro-vides for Involvement of all students. In addition, itfocuses student attention and develops interestand curiosity. The effective use of the oral ques-tioning technique provides students with oppor-tunities to practice self-expression and to havetheir knowledge used as a class resource. At thesame time, it allows variety to be added to thelesson.

Logically sequenced questions can stimulatelogical and critical thinking and serve as a guide toreasoning. Also, use of questions directed at dif-ferent levels of knowledge can lead students intothe different levels of thinking.

An important outcome of using questions is thatthe special abilities and interests of individual stu-dents are discovered. Students often acquire spe-cial knowledge and skills through hobbies, workexperience, and/or family activities. A goodteacher uses these special abilities and interestsas an additional class resource to promote learn-ing.

The oral questioning technique can be used fora varie y of purposes. It can be used to introduce,summarize, or review a lesson; to clarify pointspreviously made; or to bring up points omitted.Other rises include bringing reading assignments

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into focus, developing new insights and promot-ing understanding, developing attitudes and val-ues, and teaching students to use ideas ratherthan simpl; memorize them.

Oral questioning can provide important evalua-tion information. The students' preparation for thelesson can be tested (e.g., through questioning,you can determine if they read and/or understoodthe homework assignment). Questions during theintroduction can serve as a pretest of students'knowledge level. Also, using questions during thelesson can provide immediate feedback on howstudent learning is progressing. Incorporatingquestions in the lesson summary and review canprovide at least a partial evaluation of the extent towhich the instructional objectives have beenachieved by students.

LimitationsThe use of oral questioning presents some

limitations. Questions directed at large groups areoftendifficult tohear. Thesame is trueof studentresponses.One way toovercomethis difficultyis for theteacher torepeat thequestionsand re-sponses thatmay not havebeen heardby all persons. In addition, questioning involvesconsiderable class time as compared to othertechniques requiring less student involvement.

The individual characteristics of students canalso affect the success of oral questioning tech-niques. Shy students are sometimes reluctant toparticipate in question-and-answer sessions. Theteacher's role in providing a secure, non-criticalclassroom environment is important here. If the

'.i

shy student is made to feel comfortable and un-threatened, he/she may be more willing to partici-pate. There is also a tendency for a small group ofstudents to dominate the discussior. This can beprevented by distributing the questions among allstudents.

Characteristics of Good QuestionsStudent learning can be greatly stimulated by

the use Gt oral questioning techniques. In addition,use of these techniques can provide the teacherwith continuous feedback as the lesson is beingtaught. However, any advantages that may resultfrom use of oral questioning may be destroyed ifgood questions are not asked. The teacher shouldcarefully plan good questions and should writethem out in the lesson plan. This planning, how-

ever, should not be so rigid that it does not allowfor spontaneous questions in response to studentinterest.

A good question should beconcise and include only one ideashort enough for students to remembertimely, interesting, thought provoking, andrelevant to the lesson being taughtstated in language familiar to students (aquestion is not the place to introduce newterms)stated to stress key points of a major lessontopicstated to require more than a guessing re-sponsestated to require more than a simple "yes" or"no"stated in such a way that it does not suggestthe answer

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Types and Levels of QuestionsQuestions can be classified according to the

level of knowledge required for the r;orrect re-sponse Bloom's' taxonomy of educational objec-tives can also be applied to questions Each level isprogressively more complex ancl each is built onall levels below it

&ginning with the lowest level, Bloom'staxonomy as adapted for questions is as follows.

1. Knowledge.The knowledge level requiresonly recall or recognition from memory for a re-sponse, for example:

What is the formula forcomputing board feet/What is the definition of vis-cosity/What are the main parts of abusiness letter/What are the four ingre-dients used to make con-crete/What are the common andscientific names of flowersprojected by the opaqueprojector"Should trees be trans-planted during the month ofAugust/

In general, questions requiring a simple "yes"or "no" answer (e.g., the last example above ontransplanting trees) should be used sparingly.Simplo recall questions can be used in introduc-ing a lesson, or as the first question in a series ofquestions that progress to a higher level ofdifficulty. In situations in which a student gives anincorrect response to a higher level question, theteacher may lead the student logically to the cor-rect response by asking simpler questions inorder to review the information necessary to an-swer the question.

2 Comprehension.Threesub-levels of knowler' areinvolved in comprehe-siunThey are

a Translation.The translation sub-levelinvolves transferring from one set ofsymbols to another; for example

State in yr:ix own words the definition of mer-chandising given in our textbookExplain the directions for mixing concretegiven in the bulletinDraw a picture to illustrate strip cropping

Benjamin S Bloom (Ed) ) Taxonomy of Educational Objectives,Handtw,-..ok I Cognitive Domain (New York NY David McKay Company,196)

b. IntetpretatIon. The interpretation sub-level involves explaining the meaning ofsemething; for example:

What does the graph show to be the point ofdiminishing returns?What does the table show would be the curingtime for concrete poured at 60 deg -Tees FWhat trends eh) shown by the clothing pricesummary for the past ton years/

c. Extrapolation.The extrapolation sub-level involves inferring, projecting, or ex-tending from known information into anarea not known or experienced, or ex-tending the meaning of major ideas be-yond the limits of the information pre-sented; for exaniple:

What is the general need ,?ter conserva-tion based on our study of the present supply/Considering the properties and price of thenew synthetic oils, what would you predict tobe the uses that will be made of synthetic oil/What will be the trend in job opportunities forpractical nurses given the general forecasts inthe Occupational Ow .,ok Handbook"Use your knowledge about hair styling to pre-dict the relative time required to create each ofthe basic styles

3. Application.The application levelrequires the solving ofpractical problemsthrough selection anduse of ideas, principles,and theories (i.e.,using what has beenlearned in particularconcrete situations).For example:

Apply the principles of induction and magnetism toexplain how a generator worksUse your knowledge of the basic colors to explainhow secondary colors can be madeUsing your knowledge of what makes a good fer-tilizer mixture for corn planted after sod, explainwhat fertilizer ratio and rate per acre you wouldrecommend

4. Anelysis.Theanalysis level re-quires breaking awhole down intoits componentparts and deter-mining the rela-tionship betweenthe Paris, for ex-ample:

Which of the statements in the article on floraldesign are inconsistent'What is causing the car we have tested for malfunc-tions not to start/What relationships exist among the differentsynthetic fibers used to make cloth"

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5. Synthesis.Thesynthesis level re-quires putting to-gether parts andelements to forma new whole orpFttern (i.e., usingconcepts, princi-ples,and/or ideasalready learned tomake a new prod-uct). For example:

What overall wildlife conservation plan will meetthe needs identified in the community survey?What type of management plan is needed toprofitably integrate all the crop and animal enter-prises now grown'on the farm?Using current paces of different feeds what wouldbe a (east -coat livestock ration for a pregnant 1,000pound cow producing 50 pouods of milk daily?

6. Evaluation. Theevaluation levelrequires makingjudgments basedon specificcriteria rather \than opinions; forexample:

Applying the criteria provided, which of the fallow-ing three wildlife conservation pla would bemost effective/How would you evaluate the proposed farm man-agement plan, using the profit available for familyliving as the criterion?Given the following criteria, how would you Judgeand rank each of the ten displays/

Oral questions at the analysis, synthesis, andevaluation levels can be used very effectively tosummarize class activities. Questions at this levelalso may be used to guide students in study as-signments and problem-solving activities.

The levels of questions provide guidance in de-veloping a logical sequence of questions. Be-cause each level is based on all levels below it,you can plan the sequence by moving fromlower-level to higher-level questions. For ex-ample, the application level is based on theknowledge and comprehension levels. Thus, thequestion sequence would start with the knowl-edge level, followed by comprehension level, andthen application level.

One final comment should be made on levels ofquestions. The focus of this module is on theeffective uses of oral questioning as a teachingtechnique. Although you need to be able to rec-ognize and write questions at the various levels,your emphasis should be on achieving compe-tency in the use of oral questions in the class-room.

Good Questioning TechniquesThe general sequence of oral questioning is as

--follows. The teacher (1) asks a gaod question ofthe total class (e.g., "How does texture in clothingmaterials affect color2"), (2) pauses tr, give stu-dents time to formulate their answers, (3) directsthe question to a specific student (e.g., "Carl? "),and then (4) gives the student time to reply, andgives attention and consideration to his/her re-sponse..Ide-ally, Carl'sresponse willstimulatestudentquestionswhich= theteacher, inturn, can di-rtikct to othermembers ofthe class.-

Questionsshould bedistributedamong classmembers so that each student has the opportunityto participate. One way to assure that a studentwho generally has difficulty in responding to ques-tions can participate is to ask a question basedon his/her past experience. Questions shouldbe asked in a normal conversational tone loudenough for all class members to hear. The teachershould reward correct responses (e.g., "Yes,""That's right," "Good," or "Correct") and avoidbeing critical of incorre,t or incomplete answers.

Questions should be presented in a logical se-quence, and student responses shoula be re-peated by the teacher for special emphasis orclarity. Bring other students into the discussionby asking them to react to the first student's an-swer.

fr,0,6

Encourage students to go beyond the first an-swer. Encourage them to expand and clarify anidea and to sack it up with the facts and illustra-tions. Include "why" and "how" explanationswith "yes" and "no" questions Strike a balance'between "fact" and "thought" questions.

Inattentive students can otter A) brought intothe discussion by directing a question to them Ingeneral, theteachershould notrepeat aquestion un-less thequestionwas directedat a largegroup andmight nothave beenheard. Thiscan encour-age inatten-tion andpoor listening habits. Another student canasked to repeat the question, if necessary.

Finally, avoid asking questions of the class ingeneral. This encourages several students tospeak at once Rather, ask volunteers to raisetheir hands and select from those students.

Handling Student AnswersConstructing a good question and asking it in

the correct way is the first of two steps in effectiveoral questioning. The second step is the properhandling of student answers.

Groisser2 believes that the handling of studentanswers is the real test of the good teacher. Hecategorized student responses into (1) correct an-swers, (2) partially correct answers, (3) incorrectanswers, and (4) no answer at II. The suggestedpractices for each category below are synthesizedfrom Groisser.

Correct Answers.Reward correct answerswith responses of recognition or praise (e.g., "Verygood," or "That's correct"). Rewarding of correctanswers encourages subsequent student partici-pation and establishes the answer as being cor-rect.

Lengthy student answers covering several keypoints can be broken down by asking other stu-dents to explain or expand on individual points in

2 Philip Groisser How to Use the Fine Art or Questioning (New York, NYAtherton Press 1964), pp 5--20, 36-53

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Ithe reeponse. Frequent lengthy responses by stu-dents may indicate that the teacher's questions are"'No broad. -

Partially Correct Responses.When a stu-dent's answer is partially correct, give credit for thecorrect part and work to improve the incorrectpart. A teacher could say, "You are correct, MaryLet's see if someone can enlarge upon your an-swer." He/she could then ask another student toexpand upon the response. For example, "John,can you edd anything to Mari's answer?"

incorrect Answers.L.--When a totally incorrectanswer to a question is given, the teacher may givea noncritical response. For example, the teachercould say, "A good try, but the main point of thequestion was overlooked," and refer the questionto another student. The teacher also could chooseto ask the same student other questions to logi-cally lead the student to the correct answer.Another technique is to tell the student who gavethe wrong answer that you will come back to him/her later for repetition or restatement. This is effec-tive for the students who learn less rapidly andmakes them responsible for a correct answer laterin the period.

Occasionally, a student will misconstrue a ques-tion and give an irrelevant answer. Handle this bypointing out, "This would get us off the topic," or"The answer was good, but it didn't answer thequestion that was asked."

No Answer at All.--If one student is unable torespond at all, direct the question to another stu-dent. If several students are unable to give a re-sponse, try rephrasing the question Into simplerterms. If tive.e is still no response, you may want toreteach thatconcept or

dents to find ("(ask the Stu-

the answer ,.\from refer-ence mate-rials.

The fre-quent needto rephrasequestionsmay indicatethe need formore carefulplanning inconstructing good questions.

Sarcasm should never be used by a teacher inquestioning. Never label a student response as"stupid" or "what might be expected from some-One who had not read Zhe homework assignment."

All honest answers should be accepted as con-tributions and used as an opportunity to developfurther learning. Remernt en if students knew allthe answers, the subject would already be taught.Using wrong answers for learning is part of goodteaching

Handling Student QuestionsQuestions from students are a sign of a healthy

learning environment, one in which students areinquisitive and searching for answers. Lessonplanning by the teacher should include anticipa-tion of student questions.

The teacher can handle student questionswhich are off the topic by offering to discuss thesubject with the student on an individual basisafter class. This avoids moving the lesson off on atangent(which mayhave beenthe student'sintent), whileat the' sametime, the stu-dent's ques-tion is ac-cepted as acon"ibution.

Referringa student'squestion tothe class foran answer is .a good teaching technique. For example, "Bill,what is the answer to Mary's question?"

Whenever the teacher or the class cannot an-swer a relevant question, the teacher should admithe/she does not know the answer and promise tofind it At the same time, the teacher may ask thestudent tc look up the answer himself/herself, andthen they can compare answers during a laterclass period.

Occasionally, a student will attempt to"sharpshoot" the teacher by asking difficult ques-tions about the topic. The teacher can respondwith, "The class would be interested in knowingthe answer to your question. Please look up theanswer in reference and report backto the class tomorrow."

Students may use incorrect grammar in theirquestions or their answers. dicate tne correctgrammar usage by restating the student's state-ment in correct grammar or by saying, "You mean

Be careful not to discourage stu-dents by interrupting them before they are finishedor by using a critical tone.

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The principle of positive teacher acceptance ofall honest student participation applies to studentquestions as well as to student responses to

IOptionalActivity I

Activity II)

teacher questions. The challenge to the teacher isto encourage student participation snd use it forthe development of further learning.

For further information on employing oral questioning techniques, youmay wish to read Sanders, Classroom QuestionsWhat Vnos?, pp. 1-11.

The following items check your comprehension of the material in theinformation sheet, Employing Oral Questioning Techniques, pp. 6-11.

SELF-CHECKI Matching:

On the line to the left of each pre ase in Column A, write the letter of the term in Column B that bestmatches the phrase.

Column A_1 student makes a judgment based on criteria

2 student changes information into a differentsymbolic form

_3 student recalls information_____4 student discovers relationships_..5 student solves a problem

II. Multiple Choice:

Each of the incomplete statements listed below is followed by several words or phrases. From these, youare to choose the one which completes the statement most correctly. Place the letter of that answer (a, b,c, or d) in the blank at the left of the item

_1 The type of questien which is often overuz,ed by teachers is--a. knowledge levelb. application levelc, evaluation leveld. analysis level

______2. The taxonomy should be useda. to classify every question into a single categoryb. to select simple questions from lower categories and harder questions from .higher

categoriesc. to select questions from all categories at appropriate levels of complexityd all of the above

Column Ba. Knowledgeb. Comprehensiontranslationc. Comprehensioninterpretationd. Analysise. Evaluationf. Application

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_____3 Oral questions should be devised to take into considerationa. the student's intellectual piocessesb. the emotionat atmosphere of the classroomc. the students' in-school and out-of-school experiencesd. all of the above

_4 The oral questioning technique is an important aid in stimulating thinking because it wills. arouse interestb. promote understandingc. develop new insightsd. all of the above

__5 Oral questions are useda. in all situationsb. to lead students into all kinds of thinkingc. to get students just to recall factsd. to encourage bright students to answer difficult questions

_6 The purpose of a question such as 'Why would a writer choose to Jer an assumedname?" is

a. to stimulate interestb. to stimulate logical or critical thinkingc 311 of the aboved. none of the above

13

12

Compare your written responses on the Self-Check with the Model An-swers given. below. Your responses should exactly duplicate the modelresponses.

`IvIJDEL ANSWERS

I. Matching:1. e2. b3. a4. c5. d

II. Multiple Choice:1 a2. c3. d4. d5. b6 c

LEVEL OF PERFORMANCE: Your completed Self-Check should exacty duplicate the model responses.If you did not have all 11 correct, review the material in the information sheet, Employing Oral Question-ing Techniques, pp. 6-11, or check with your resource p_ rson if necessary.

11

13

Learning Experience I!OVERVIEW

After selecting a student performance objective in your occupational spe-cialty, develop a series of oral questions relating to that objectival

You will be selecting a student performance objective in your occupationalspecialty, and briefly outlining the material you would covering in eachof the major lesson components: introduction, lesson content, and sum-mary.

You will be preparing a aerie* of oral questions relating to the material inone or more of the lesson components, as appropriate.

Your questions will be evaluated by your resource person, using theTaxonomy of Questions Checklist, p. 17.

15

Select a student performance objective in your occupational specialty.Then, briefly outline the material you would cover to introduce, present,and summarize a lesson designed to achieve that objective. You may use alesson plan you have developed previously.

Prepare two or three oral questions at each of the six taxonomic levelswhich could help you introduce, present, or summarize that material.When writing questions at the "Comprehension" level, write one questionat each of the three sub-levels. Number each question for easy referenceduring feedback.

After you have developed your oral questions, arrange to have your re-source person review and evaluate your questions. Give him/her theTaxonomy of Questions Check!ist, p. 17, to use in evaluating your work.

N

1i

16

L,

TAXONOMY OF QUESTIONS CHECKLIST

Directions: Place an X in the YES or NO box to indicate whether all questionsnet or did not meet each applicable criterion. For any question(s) which did

not meet a criterion, specify the number(s) of the question(s) in the spaceprovided for comments.

Name

Date

Resource Portion

Yes No Comments

1. The knowledge questions required the recall or recognition E3of information

2. A comprehension question was written at each of the follow-ing sub-levels:a. Translationto transfer from one set of symbols to

another Elb. Interpretationto explain the meaning of something Uc. Extrapolationto infer, project, or extend from known

information into an area not known or experienced .

3. The application questions involved the solving of practicalproblems through selection and use of ideas, principles, andtheories; using what has been learned in particular concretesituations

4. The analysis questions required breakdown of a whole intoits component parts and determination of the relationshipbetween the parts

1-7:/

5. The synthesis questions involved putting together parts andelements to form a new whole or patterns; using concepts.principles, and/or ideas already learned to make a new prod-uct

6. The evaluation questions required the making of judg-mentsood or bad, right or wrongbased on specifiedcriteria rather than opinions

LEVEL OF PERFORMANCE: All items must receive YES responses. If any item receives a NO response,review the material in the information sheet. Employing Oral Questionii ,g Techniques, pp 6-11, revise yourquestions accordingly, or check with your resource person if necessary.

17

NOTES

n18

Learning Experience II!OVERVIEW

In *simulated classroom situation, employ oral questioning techniques Ina lesson.

You will be selecting a student performance objective in your occupational_specialti, and selecting, modifying, or developing a lesson plan designedto that objective, giving-special att6ntion to the use of oral ques-tioning hnlques.

You may wish to have your resource person review the adequacy of yourplan.

You will be presenting the lesson to a group of peers, or to your resourceperson.

You may wish to record your presentation on audiotape or videotape forself-evaluation purposes.

Your competency in employing oral questioning techniques will beevaluated by your peers, or by your resource person, using the LessonPresentation Checklist, pp. 23-34.

192

Activity

1OptionalActivity

Select a student performance objective in your occupational specialty anddevelop a detailed lesson plan for achieving that objective. As part of yourplan, develop a series of oral questions to direct and motivate students'thinking throughout the lesson :n a well-organized and meaningful way. Besure to include questions at the "application" and above levels. Instead ofdeveloping a lesson plan, you may select a lesson plan that you havedeveloped previously, and adapt that plan so that it includes the use of oralquestioning techniques.

You may wish to have your resource person review the adequacy of yourplan. He/she could use the Teacher Performance Assessment Form inModule B-4, Develop a Lesson Plan, as a guide.

In a simulated classroom situation, present your lesson to a group of two tofive peers. These peers will serve two functions: (1) they will role-play thestudents to whom you are presenting your lesson, and (2) they will evaluateyour performance. If peers are not available to you, you may present yourlesson to your resource person.

If you wish to self-evaluate, you may record your performance on videotapeor audiotape so you may view/listen to your own presentation at a later

Multiple copies of the Lesson Presentation Checklist are provided in thislearning experience. Give a copy to each peer, or to your resource person,before making your presentation in order to ensure that each knows whatto look for in your lesson. However, indicate that during the lesson, allattention is to be directed toward yoU, and that the checklists are to becompleted after the lesson is finished.

If you recorded your lesson on videotape or audiotape, you may wish toself-evaluate using a copy of the Lesson Presentation Checklist.

Your institution may have available videUtapes showing examples ofteachers employing oral questioning tech"iques. If so, you may wish to

ir Optional view one or more of these videotapes. You might also choose to critiqueIlk Activity the performance of each teacher in employing oral questioning tech-

niques, using the criteria provided in this module, or critique forms or

IMO checklists provided by your resource person.

212

NOTES

2.)22

LESSON PRESENTATION CHECKLIST

Directions: Place an X in the NO, PARTIAL. or FULL box to indicate thateach of the following performance components was not accomplished,partially accomplished, or fully accomplished. If, because of special cir-cumstances, a performance component was not applicable, or impossibleto execute, place an X in the N/A box.

Name

Date

Resource Person

LEVEL OF PERFORMANCE

'''.t.l. 4° 44' 44'

The teacher used oral questions that were:1. clear, definite, and concise, and included only one idea El El El El2. interesting, timely, and thought-provoking E:1

0 El El 0f=1 El

ET

0 El El 0

3. designed to require more than a "yes" or "no" answer

4. adapted to individual differences

5. challenging and not obvious

6. written at a variety of taxonomic levels

7. related to the lesson being taught

a geared to illustrate key points of major lesson topics

In the lesson, the teacher:9. used the questions to draw information from the students

10. asked a question, paused to give the students time to think aboutthe question, and then called on e student El El El 0

11. after calling on a student, provided an opportunity for that studentto think about the question before requiring his/her response (be-fore answering the question himself/herself or calling on someonee El El 0else.}

12. presented the questions in an orderly sequence.44.

13. directed his/her questions so that each student was able to partici-pate El Ei

14. reacted favorably toward the students' answers to questions (forexample, gave attention and consideration to the students' an-swers) El EJ

15. asked questions which the student could answer from past experi- DEence

2 c.f2

3

I

16. asked questions which were clear and short enough to remember

17. required the student to go beyond his/her first answer (for example,encouraged the student to expand or back up ideas with facts andillustrations; brought other students into the discussion by gettingthem to respond to the first student's answers )

LEVEL OF PERFORMANCE: All items must receive FULL or N/A responses. If any item receives a NO, orPARTIAL response, the teacher and resource person should meet to determine what additional activitiesthe teacher needs to complete in order to reach competency in the weak area(s).

2524

LESSON PRESENTATION CHECKLIST

Directions: Place an X in the NO, PARTIAL, or FULL box to indicate thateach of the following performance components was not accomplished,

'.- partially accomplished, or fully accomplished. If, because of special cir-cumstances, a performance component was not applicable, or impossibleto execute, place an X in the N/A box.

Name

pair

Resource Person

LEVEL OF PERFORMANCE

ir t-4 *49 le 44

The teacher-used oral questions that were:. , 1. clear, definite, and concise, and included only one idea El 0

P. interesting, timely, and thought-provoking 0El 0 ,C1 CI

ElEl0

1:1ElILI

0 ElIn the lesson, the teacher:9. used the questions to draw information from the students El El 0

10. asked a question, paused to give the students time to think aboutthe question, and then called on a student El El El 0

11. after calling on a student, provided an opportunity for that studentto think about the question before requiring his/her response (be-fore answering the question himself/herself or calling on someonee Onelse.)

12. presented the questions in an orderly sequence Ci

3. designed to require more than a "yes" or "no" answer

4. adapted to individual differences

5 challenging and not obvious

6. written at a variety of taxonomic levels

7. related to the lesson being taught

8. geared to illustrate key points of major lesson topics

13. directed his/her questions so that each student was able to partici-prte E] El 0El

14. reacted favorably toward the students' answers to questions (forexample, gave attention and consideration to the students' an-swers) E] 0 Ei

15. asked que-lions which the student could answer from past experi-ence El 0

2 ti25

et.,

*<4;7 4, 0A 444

16. asked questions which were clear and short enough to reme;iber 1:1

17. required the student to go beyond his/her first answer (for example,encouraged the student to expand or back up ideas with facts andillustrations; brought other students into the discussion by gettingthem to respond to the first student's answers )

LEVEL OF PERFORMANCE: All items must receive FULL or N/A responses. If any item receives a NO, orPARTIAL response, the teacher and resource person should meet to determine whatadditional activitiesthe leacher needs to complete in order to reach competency in the weak area(s).

26

LESSON PRESENTATION CHECKLIST

Directions: Place an X in the NO, PARTIAL, or FULL box to indicate thateach of Mk) following performance components was not accomplished,partially accomplished, or fully accomplished. If, because of special cir-cumstances, a performance component was notcapplicable, or impos3ibleto execute, place an X in the N/A box.

Name

Date

Resource Person

LEVEL OF PERFORMANCE

?1 e e 44

The teacher used oral questions that were:1. clear, definite, and concise, and included only one idea El El2. interesting, timely. and thought-provoking

3. designed to require more than a "yes" or "no" answer 1=1 04. adapted to individual differences

5. challenging and not obvious U

6. written at a variety of taxonomic levels

7. related to the lesson being taught . E3

8. geared to illustrate key points of major lesson topics

In the lesson, the teacher:9. used the questions to draw information from the students El 0 El 0

10. asked a question, paused to give the students time to think aboutthe question, and then called on a student El El 0

11. after calling on a student, provided an opportunity for that studentto think about the question before requiring his/her response (be-fore answering the question himself/herself or calling on someoneelse.) 11 EN: El

12. presented the questions in an orderly sequence El El El 0--,

Elpate ti13. directed his/her questions so that each student was able to particl-El

14. reacted favorably toward the students' answers to questions (forexample, gave attention and consideration to the students' an-swers) 0 El

15. asked questions which the student could ar,swer from past experi-ence .... .. .. .. .. El El 0

40

i

f

16. asked questions which were clear and short enough to remember

17. required the student to go beyond his/her first answer (for example,encouraged the student to expand or back up ideas with facts anaillustrations; brought other students into the discussion by gettingthem to respond to the first student's answers )

/gr *

4449 q

El GI

LEVEL OF PERFORMANCE: All items must receive FULL or N/A responses. If any item receives a NO, orPARTIAL response, the teacher and resource person should meet to determine what additional activitiesthe teacher needs to complete in order to reach competency in the weak area(s).

28

23

I

LESSON PRESENTATION CHECKLIST

Directions: Place an X in the NO; PARTIAL, or FULL box to indicate thateach of the following performance components was not accomplished,.peirtially accomplished, or fully accomplished. If, because of special cir-cumstances, a performance component was not applicable, or impossibleto execute, place an X in the N/A box.

Name

Date

Rasourca Person

LEVEL OF PERFORMANCE

ca"

2 4

The teacher used oral questions that were:1. clear, definite, and condiss,And included only one idea I: I:2. interesting, timely, and thought-provoking . . 1:1

3. designed to require more than a "yes" or "no" answer C1

4. adapted to individual differences El5. challenging and not obvious -El6. written at a variety of taxonomic levels . . El7. related to the lesson being taught . ODD8. geared to illustrate key points of major lesson topics . El

In the lesson, the teacher:9. used the questions to draw information from the students El [;)

10. asked a question, paused to give the students time to think aboutthe question, and then called on a student Di El

11. after calling on a student. provided an opportunity for that studentto think about the question before requiring his/her response (be-fore answering toe question himself/herself or calling or someoneelse.)

12. presented the questions in an order sequence 121 El13. directed his/her questions so that each Mt ent was able to partici-

CIpate D14. reacted favorably toward the student& answers to questions (for

example, gave attention and consideration to the students'ElCI

an-Elswers)

15. askpd questions which the student could answer from pastEl

experi-Elence

3.0

29

16. asked questions which were clear and short enough to remember

17 required the student to go beyond his/her first answer (for example,encouraged the student to expand or back up ideas with facts andillustrations) brought other students into the discussion by gettingthem to respond to the first student's answers ) CI El El

LEVEL OF PERFORMANCE: All items must receive FULL or N/A responses. If any item receives a NO, or

PARTIAL response, the teacher and resource person should meet to determine what additional activities

the teacher needs to complete in order to reach competency in the weak area(s).

31

30

LESSON PRESENTATION CHECKLIST

Directions: Place an X in the NO, PARTIAL, or FULL box to indicate thateach of the following performance components was not accomplished,partially accomplished, or fully accomplished. If, because of special cir-cumstances, a performance component was not applicable, or impossibleto execute, place an X in the N/A box.

Name

Date

Resource Person

LEVEL OF PERFORMANCE

e. *

The teacher used oral questions that were:1. clear, definite, and concise, and included only one idea . El El 0 {:12. interesting, timely, and thought-provoking .3. designed to require more than a "yes" or "no" answer OE4. adapted to individual differences EIE5. challenging and not otvious DEED6. written at a variety of taxonomic levels

7. related to the lesson being taught ... . .. .. ........8. geared to illustrate key points of major lesson topics

In the lesson, the teacher:9. used the questions to draw information from the students .... El

10. asked a question, paused to give the students time to think aboutthe question, and then called on a student Ei [C] El 0

11.\ after calling on a student, provided an opportunity for that studentto 'think about the question before requiring his/her response (be-fore answering the question himself/herself or calling on someoneelse.) DODD

12. presented the questions in an orderly sequence DODO13. directed his/her questions so that each student was able to partici- 1:1 0pate ..

14. reacted favorably toward the students' answers to questions (forexample, gave attention and consideration to the students' an-swers) CI El 0

15. asked questions which the student could answer from pastEl.El

experi-El Elence

3'4:

31

16. asked questions which were clear and short enough to remember Ell:17. required the student to go beyond his/her first answer (for example,

encouraged the student to expand or back up ideas with facts andillustrations; brought other students into the discussion by gettingthem to respond to the first student's answers ) El Ei

LEVEL OF PERFORMANCE: All items mwt receive FULL or N/A responses. If any item receives a NO, orPARTIAL response, the teacher and resource person should meet to determine what additional activitiesthe teacher needs to complete in order to reach competency in the weak area(s).

32

LESSON PRESENTATION CHECKLIST

Directions: Place an X in the NO, PARTIA' , or FULL box to indicate thateach of-the following performance components was not accomplished,partially accomplished, or fully accomplished. If, because of special cir-cumstances, a performance component was not applicable, or impossibleto execute, place an X in the N/A box.

Name

Date

Resource Person

LEVEL OF PERFORMANCE

Z .e qt 4The teacher used oral questions that were:

1. clear, definite, andconcise, and included only one idea 1:1 LO 1] 02. interesting, timely, and thought-provoking

3. designed to require more than a "yes" or "no answer

4. adapted to individua: differences

5. challenging and not obvious OE6. written at a variety of taxonomic levels OD7. related to the lesson being taught

8. geared to illustrate key points of major lesson topics EDIn the lesson, the teacher:9. used the questions to draw information from the students El 0 ED

10. asked a question, paused to give the students time to think aboutthe question, and then called on a student El 0

11. after calling on a student, provided an opportunity for that studentto think about the question before requiring his /per response (be-fore ElElEl

answering the question himself/herself of cal ing on someoneElelse.)

12. presented the questions in an orderly sequence

13. directed his/her questions so that each student was able to partici-1:1pate

14. reacted favorably toward the students' answers to questions (forexample, gave attention and consideration to the students' Dan-

swers) 12] 015. asked questions which the student could answer from past experi- Elence

3,1

33

/16. askei questions which were clear and snort enough to remember El17. requited the student to go beyond his/her first answer (for example,

encouraged the student to expand or back up ideas with facts andillustrations; brought other students into the discussion by gettingthem to respond to the first student's answers ) E:1

LEVEL OF PERFORMANCE: All items must receive FULL or N/A responses. If any item receives a NO, orPARTIAL response, the teacher and resource person should meet to determine what additional activitiesthe teacher needs to complete in order to reach competency in the weak area(s).

3

34

IPLIII=/

Learning\Experience IVFINAL EXPERIENCE

in an actual school situation,* employ oral questioning technique,"

As you plan your lesions, decide when oral questioning techhiques couldbe used effectively to aid you in meeting the lesson objectiVita Based onthat decision, employ oral questioning techniques. This w* include-7

selecting, modifying, or developing a lesson plan whitertnincluiarte: theuse of thin technique to introduce, present, and/or thelessonincludipg in the lesson a series of anti questions at 'differenttaxonomic levelspresenting the lesson to the clan

: Your resource person may want you to submityour written twinplan to him/her for evaluation beffire you present yoi tiesion. it may behelpful for your resource person to use the TPAF from Module B-4, Ps-velop a Lesson Plan, to guide his/her evaluation.

Arrangi advance to have your resource person observe your lessonpresentation.

Your total competency will be assessed by your resource person, using theTeacher Performance Assessment Form, pp. 37-38. ,

Based upon the criteria specified in this assessment instrument, yourresource person willdetermine whether you are competent in employingoral questioning techniques.

'For a definition of "actual school situation," see the inside back cover

In

35

1

NOTES

36

TEACHER PERFORMANCE ASSESSMENT FORMEmploy Oral Questioning Techniques (C-2)

Directions: Indicate the level of tine teacher's accomplishment by placingan X in the appropriate box under the LEVEL OF PERFORMANCE head'ng.If, because of special circumstances, a performance component was notapplicable, or impossible to execute, place an X in the N/A box

Name

Dare

Resource Person

LEVEL OF PERFORMANCE

C!)

ef.

The teacher used oral questions that were:1. clear, definite, and concise, and included only one idea E] 0 El El a-1;32. interesting, timely, and thought-provoking ..... .. . Ei an3. designed to require more than a "yes" or "no- answer 121:1

'4. adapted to individual differences CI5. challenging and not obvious .... El El6. written at a variety of taxonomic levels El CI EJ :1:1

7. related to the lesson being taught 1:1 0 Ql a8. geared to illustrate Key points of major lesson topics 0-E3

In the lesson, the teacher:9. used the questions to draw information from the stu-

dents El 0 a10. asked a question, paused to give the students time to

think about the question, and then called on a student El 011. after calling on a student, provided an opportunity for

that student to think about the question_ before requiringhis/her response El El El 0

12. p:esented the questions in an orderly sequence 4E1b -tito participate

13. directed his/her questions so that each dent was able poop14. reacted favorably toward the students' answers to ques-

tions

15. asked questions which the student could answer frompast experience

3 6

37

I,

200

.,

16. asked questions which were clear and short enough toremember CI El El El

17. required the student to go beyond his/her first answer 0

1

LEVEL OF PERFORMANCE: All items must receive N/A, GOOD, or EXCELLENT responses. If any itemreceives a NONE, POOR, or FAIR response, the teacher and resource person should meet to determinewhat additional activities the teacher needs to complete in order to reach competency in the weakarea(s).

33

38

39

40

41

ABOUT USING THE CENTER'S PBTEMODULES

OrganizationEach module is designed to help you gain competencyin a particular skill area considered important to teach-ing su -ess. A module is made up of a -ems of learningexperiences, some providing background information,Some providing practice experiences, and others com-bining these two functions Completing these experi-ences should enable you to achieve the terminal objective in the final learning experience The final experiencein each module always requires you to demonstrate theSkill in air actual school situatior hen you are an intern,a etudent teacher, or an inservice teacher

PromduresModules are designed to allow you to individualize yourteacher education program You need to take only thosemodules covering skills which you do not already pos-sess. Similarly, you need no' Compete any learning ex-perience within a module if you already have the skillneeded to complete e. Therefore, before taking anymodule, you should carefully review (1) the Ir troduction,(2) the Objectives listed on p 4, (3) the Overviews pre-

' ceding each learning experience, and (4) the Final Ex-perience. After comparing your present needs and com-petencies with the Informats )n you have read in thesesections, you should be reaey 10 make one of the follow-ing decisions

that you do not have the competencies indicated,and should complete the entire modulethat you are competent in one or more of the en-abItng objectives leading to the final learning ex-perience, and thus can omit that (those) learningexperience(s)that you are already competent in this area, andready to complete the final learning e,,,oseience inorder to "test out'that the module is inappropriate to Your needs atthe; time

When you are ready to take the final learning experienceand have access to an actual stool situation, make thelecessary arrangements y nth your resource person Ifyou do not complete the final experience successfully,meet with your rest. ce person and arrange (1) to re-peat the experience, t. (2) complete (or review) previoussections of the mo, ,le her reiated activitiessuggested by your ree erson before attempting torepeat the final experienceOptions for recycling are also ayailatie in ,ach of thelearning experiences preceding the final experienceAny time you do not meet. the minimum level uf perfor-mance required to meet an objective vote arid your re-source person may meet to select activities to help youreach crmpetency This could involve (1) completingparts of the module peeve sly skipped, (2) repeatingactivities, (3) reading supplerit ntary resources or com-pleting additional activities suggested by the resourceperson, 4) designing your own learning experience, or(5) completing some other activity suggested by you oryour resource person

TerminologyActual School Situation - refer to a situation inwhich you are actually workinr ith, and responsiblefor, secondary or post-secondary vocational students ina real school An intern, a student teacher, or an in-service teacher would be functioning in an actual schoolsituation If you do not have access to an actual schoolsituation when you are taking the module, yob can com-plete the module up to the final learning experience Youwould then do the final learning experience later, i r ,when you have access to an actual school situationAlternate Activity or Feedback refers to an item orfeedback device which may substitute for requireditems which, due to special circumstances you are un-able to completeOccupational Srtclatty refers to a specific area ofpr.:oration a vocational service area (e g , theservice area and Ir stria! Education includesoccupational s, lefties such as automobile me-chanics, weldine end electricity)Optional Activity or Feedback refers to an itemwhich is not required, but which is designed to supple-ment and enrich the required items in a learning experi-enceResource Person refers fc ihe person in charge ofyour educational program, the professor, instructor,administrator, supery sor, or cooperatongi supervising,classroom teacher who is guiding you in !eking thts,moduleStudent refers to the person who is enrolled andreceiving instruction in a secondary or post :secondaryeducational institutionVocational Service Area r- fors to a major vocations,field agricultural education, essness and office educa-tion, distributive education, health occupateins educa-tion home economics education, industrial arts edu-cation, technical education, or trade and industrial edu-cationYou or the Teacher -eters to the person who is tak-ing the -nodule

Levels of Performance for Final Assessment

N/A The criterion was not met because it was notapplicable to the situationNone Ao attempt was made tc meet the criterionalthough it was releventPoor The teacher is unatle to perform this ,kill orhas only very limited ability to perform itFair The teacher is unable tc perform this skill in anacceptable manner, but has some ability to perform itGood The teacher is aole to perform this skill in aneffective mannerEx'ellent The teacher is able to perform this skill in avery effective manner

42

Titles of The Center'sPerformance-Based Teacher Education Modules

Caw my A: Program Planning Development, and Evaluation

A Prepare for a Community SurveyA-2 Conduct a Community SurveyA-3 Report the Findings of a Community SurveyA-4 Organize an Occupational Advisory CommitteeA-5 Maintain an Occupational Advisory CommitteeA-8 Develop Pro Goals and ObjectivesA-7 Conduct an Occupational AnalysesA-8 Develop a Course of StudyA-9 Develop Long-Range Program PlansA-10 Conduct a Student Follow-Up StudyA-11 Enema Your Vocational Program

E-5 Provide for Student SafetyE-6 Provide for the First Aid Needs of StudentsE-7 Assist Students in Developing Self -AciplineE-8 Organize the Vocational LaboratoryE-9 Manage the Vocational Laboratory

Category F: GuidanceF-1 Gather Student Data Using Formal Data-Collection TechniquesF-2 Gather Student Data Through Personal ContactsF-3 Use Conferences to Help Meet Student NeedsF-4 Provide Information on Educational and Career OpportunitiesF -5 Assist Students in Applying for Employment or Further Education

Cs booty It kwilreolionel PlanningB-1 Determine Needs and Interests of StudentsB-2 Develop Student Performance ObjectivesB-3 Develop a Unit of InatructionB-4 Develop a Leeson Plan11-5 Select Student Instructional MaterialsB-03 Prepare Teacher -Made Instructional Materials

Category C: kileuclionsi ExecutionC-1C-a

C-3

C-4C-5C-8C-7C-8C-9C-10C-11C-12C-13C-14C-15C-16C-17C-18C-19C-20C-21C-22

C-23C-24C-25C-26C-27C-28C-29

Direrl Field TripsConduct Group Discussions. Panel Discussions, and

SymposiumsEmploy Brainstorming, Buzz Group, and Question Box

TechniquesDirect Students in Instructing Other StudentsEmploy Simulation TechniquesGuide Student StudyDirect Student Laboratory ExperienceDirect Students in Applying Problem-Solving TechrequerEmploy the Project MethodIntrodece a LeesonSummarize a LeesonEmploy Oral QueftlOning %enmitiesEmploy Reinforcement TechniquesProvide Instruction for Slower and More C -able LearnersPresent an Illustrated TalkDemonstrate a Manipulative SkillDemonstrate a Concept or PrincipleIndividualize InstructionEmploy the Team Teaching ApproachUse Subject Matter Experts tc Present IrformationPrepare Bulletin Boards and Exh 'itsPresent Information with iveonels Heal Objects, and -Innen

BoardsPresent Information with Overthad and Opaque MaterialsPresent Information with Filmstrips and SlidesPresent Information witn FilmsPresent Information with Audio RecordingsPresent Information with Televised and Videotaped MaterialsEmploy Programmed InstructionPresent Information with the Chalkboard and ip Char;

Category D: instructional Evaluation

D-1 Establish Student Performance Criteria0-2 Assent Student Performance KnowledgeD-3 Assess Student Performance AttitudesD-4 Assess Student Performance Skills13-5 Determine Student Grades0-8 Evaluate Your Instructional Effectiveness

Category E: Instructional ManagementE-1 Project Instruction. Resource NeedsE-2 Mann Your Budgetirg and Reporting ResponsibilitiesE-3 Arrange for Improvement of Your Vocational FacilitiesE-4 Maintain a Filing System

Category 0: School-Community RelationsG-1 Develop a School-Community Relations Plan for Your Vocational

ReinerG-2 Give Pnrentations to Promote Your Vocational ProgramG-3 Develop Brochures to Promote Your Vocational Program0-4 Prepare Displays to Promote Your Vocational Program0-5 Pl.er tote News Releases and Articles Concerning Your Vocational

ProgramG-6 P range for Television and Radio Presentations Concerning Your

Vocational Program0-7 Conduct an Open HouseG-8 Work with Members of the Community0-9 Work with State and Local EducatorsG-10 Obtain Feedback about Your Vocational Program

Category N: Student Vocational OrganisationH-1 Devekp a Pwiponal Philosophy Concerning Student Vocational

Organizations14-2 Establ sh a Student Vocational 0-enizationH-3 Prepare Student Vocational Orga zation Members for

Leader hip RolesH-4 Assist Stuocnt Vocational Organization Members In Developing

and Financi'g a Yearly Program of ActivitiesH-5 Supervise Activities of the Student Vocational Organization.11-6 Guide Participation in Student Vocational Organization Contests

Category I: Professional Role and Development1-1 Keep Up-to-Date Professionally1-2 Serve Your Teaching Profession1-3 Develop an Active Personal Philosophy of Ed- ation1-4 Serve the School and Community1-5 Obtain a &mania Tesohing Position1-6 Provide Laboratory Experiences for Prospective Teachers1-7 Plan the Student Teaching Experience1-8 Supervise Student Teachers

Category J: Coordination of Cooperative EducationJ-1 Esteblish Guidelines for Your Cooper ative Vocational ProgramJ-2 Manage the Attendance, Transfers, aod Terminations of Co-Op

StudentsJ-3 Enroll Students in Your Co-Op ProgramJ-4 Secure Training Stations for Your Co-Op ProgramJ-5 Place Co-Op Students on the JobJ-6 Develop the T lining Ability of On-the-Job InstructorsJ-7 Coordinate On-the-Job Instruction1-8 Evaluate Co-Op Students' On-the-Job PerformanceJ-9 Prepare for Students' Related InstructionJ-10 Supervise an Employer-Employee Appreciation Event

RELATED PUBLICATIONSStudent Guide to Using Performance-Based Teacher Education

MaterialsResource Person Guide to Using Performance-Based Teacher

Education MaterialsGuide to the Implementation of Performance-Based Teacher Education

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