DEVELOPING QUESTIONING STRATEGIES
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Transcript of DEVELOPING QUESTIONING STRATEGIES
DEVELOPING QUESTIONING STRATEGIES
DR. HUSNIAH SAHAMIDFACULTY OF EDUCATIONAL STUDIES
UNIVERSITI PUTRA MALAYSIA
Why Do We Ask Questions?
• To manage and organise pupils’ behaviour
• To find out what pupils know
• To stimulate interest in a new topic
• To focus on an issue or topic
• To structure a task for maximum learning
• To identify, diagnose difficulties or blocks to learning
• To stimulate pupils to ask questions
• To give pupils opportunity to assimilate, reflect and learn through discussion
classroom teachers • thirty-five to fifty percent of time conducting
questions• 300-400 questions each day (Leven and Long,
1981)
TYPES OF QUESTIONING
• Good thinking is derived from asking questions that stimulate thought
• The quality of questions we ask will therefore determine the quality of thought.
(Paul and Elder 2001)
Categories
Two cognitive categories:• Higher order - analysis
• Lower order- memory, rote, and simple recall
Bloom’s Taxonomy
• The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain,
• by Benjamin Bloom (editor), M. D. Englehart, E. J. Furst, W. H. Hill, and David Krathwohl
Knowledge:
• recognize or recall information. • Remembering - key intellectual activity• define, recall, memorize, name, duplicate,
label, review, list, order, recognize, repeat, reproduce, state)
Comprehension
• demonstrate sufficient understanding to organize and arrange material mentally;
• demands personal grasp of the material• translate, explain, classify, compare, contrast,
describe, discuss, express, restate in other words, review, select
Application
• apply information, demonstrate principles or rules, and use what was learned.
• Many, believe this is the first of the higher-level thought processes.
• apply, classify, solve, use, show, diagram, demonstrate, record, translate, illustrate, choose, dramatize, employ, operate, practice, schedule, sketch, write
• All following categories require higher-level thinking skills.
• identify reasons, uncover evidence, and reach conclusions.
• identify motives and causes, draw conclusions, determine evidence, support, analyze, deduce, categorize, compare, contrast, criticize, differentiate, justify, distinguish, examine, experiment) Analysis
Synthesis:
• perform original and creative thinking. • Often many potential answers are possible. • write or arrange an original composition,
essay or story, make predictions, solve problems in an original way, design a new invention, arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan
Evaluation:• judge the merit of an idea, solution to a problem,• or an aesthetic work. • These questions might also solicit an informed opinion
on an issue. • (judge, value, evaluate, appraise, argue, assess, attach,
choose, compare, defend, estimate, rate, select)
Read more: Classroom Questions - Types Of Questions, Feedback, Effective Questioning Practices - Student, Students, Time, Teacher, Wait, and Level http://education.stateuniversity.com/pages/1836/Classroom-Questions.html#ixzz1EYErkdXD
The Response Process (mental process)
T questions
S hears , deciphers
Question
S formulates
response (covert)
S respond to Question (overt)T respond
Revise/reconsider response
Wait time I
• Wait-time I can be thought of as "think" time• if wait-time I is long enough• students have adequate time to volunteer to
answer a question• to think about the answer that they will give
Wait-time II,
• the second critical silent period• follows a student answer but precedes a
teacher reaction• If wait-time II is long enough, both students
and the teacher can carefully consider student responses.
• higher rate of student participation• longer, more correct and more complete
answers• higher achievement• more on-task student talk
Wait time
• at least three to five seconds after asking a question (wait time I)
• three to five seconds after a student response to provide precise feedback (wait-time II).
Open and Closed Questions• relates to the learner response. • If correct answer is in question• or there is only one correct answer, • or learner only has to agree or disagree, • Example: The common rafter requires only 4
saw cuts. Agree or disagree?
Convergent question
Restricts responses to predetermined answers.• Examples: According to the author, what are
the possible reasons that . . . . ?• What are the factors controlling the speed of a
motor?
Divergent question
Allows multitude of correct responses. • excellent choice: learners are required to be
creative, look for alternatives beyond their experience.
• Examples: What other factors should the analysis have considered?
• What are the possible responses to her complaint?
Classroom Strategies: Ask Better Questions
• Ask fewer questions.• Ask more ‘open’ questions.• Sequence questions.• Prepare key questions.
Quick Tips
• Involve whole class.• Think, pair, share.• Provide wait time.• no hands up.
Quick Tips
• Use wrong answer to develop understanding.
• Prompt pupils.• Listen and respond positively.
right climate• Establishing the right climate is
crucial.• The classroom should be seen as a
community of enquiry.• The role of questioner does not lie
solely with the teacher.
Socratic Method
a powerful tool - promotes critical thinking.
focuses on the questions & process of questioning
Provides opportunities for developmental change
Piaget (1952)
• ability to think logically and abstractly, to reason theoretically - characteristics of CT
• descriptive of those in formal operations stage,
• typically begins at age of adolescence.
formal operations stage
• capable of imagining different possibilities in given situation,
• analyzing problems • applying concepts • determining solutions for varied situations considered the ultimate stage of development.
The way you listen to a question or comment communicates your attitude toward the students.
• look at students when they are talking; • show that you are following : nodding, etc.; • Check for understanding: rephrasing the
question.