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Effective questioning techniques

Halimah JumahaLek MeixuanMelissa Tay

Angeline Nadia Lim28 Aug 2013

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Objectives• understand that no single

questioning technique works optimally in all situations

• appreciate that effective questioning, enable students to think aloud, reason conceptually and construct own understanding

• see how effective questioning can be embedded in Mathematics lesson and try out the lesson in the classroom

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Why questioning?

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Purposes of teachers’ classroom questions

• To develop interest and motivate students

• To evaluate students’ preparation and check on homework

• To develop critical thinking skills and inquiring attitudes

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Purposes of teachers’ classroom questions

• To review and summarize previous lessons

• To assess achievement of instructional goals and objectives

• To stimulate students to pursue knowledge on their own

• To nurture insights by exposing new relationships

(Kathleen Cotton, 2001)

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Aims of Mathematics EducationThe broad aims of mathematics

education in Singapore are to enable students to:

• acquire and apply mathematical concepts and skills;

• develop cognitive and metacognitive skills through a mathematical approach to problem solving; and

• develop positive attitudes towards mathematics.

Ministry of Education (2012). N(T)-Level Mathematics Teaching and Learning Syllabus. Singapore: Curriculum Planning and Development Division, MOE.

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Metacognition

The awareness of, and the ability to control one's thinking processes

Monitoring of one's own thinking, and self-regulation of learning.

Ministry of Education (2012). N(T)-Level Mathematics Teaching and Learning Syllabus. Singapore: Curriculum Planning and Development Division, MOE.

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How to develop Metacognition?

Solve non-routine, open ended problems

Discuss solutions

Think aloud and reflect

Keep track of how things are going

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Effective questioning can scaffold learning and probe understanding.

Integrating assessment with instruction

Ministry of Education (2012). N(T)-Level Mathematics Teaching and Learning Syllabus. Singapore: Curriculum Planning and Development Division, MOE.

The questions can be open-ended

Sufficient wait-time is necessary

assess students‟ thinking and understanding, and provide useful feedback to improve their learning.

What pedagogical approach?

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Teach explicitly

Direct Instruction

Ministry of Education (2012). N(T)-Level Mathematics Teaching and Learning Syllabus. Singapore: Curriculum Planning and Development Division, MOE.

Most effective when students are told what they will be learning and what they are expected to be able to do

Draw connections, pose questions, emphasise key concepts, and role-model thinking.

Holding students’ attention is critical

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What does research say about the effectiveness of questioning?

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Research

On the average, during classroom recitation, approximately 60% of the questions asked are lower cognitive questions, 20% are higher cognitive questions and 20% are procedural.

Source: http://rsd.schoolwires.com/145410515152938173/lib/145410515152938173/Classroom_Questioning_by_Cotton.pdf

Kathleen Cotton (2001)

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Findings…

Lower cognitive questions are more effective than higher level questions with young (primary level) children, particularly the disadvantaged.

Kathleen Cotton (2001)

Source: http://rsd.schoolwires.com/145410515152938173/lib/145410515152938173/Classroom_Questioning_by_Cotton.pdf

Lower cognitive questions are more effective when the teacher’s purpose is to impart factual knowledge and assist students in committing this knowledge to memory

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Quote

“What’s in a question, you ask? Everything. It is as way of evoking stimulating response of stultifying inquiry. It is, in essence, the very core of teaching.”– John Dewey

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What is a question?Any sentence which has an interrogative form or function.

Kathleen Cotton (2001)

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Traditional vs Constructivist

Chin, C. (2006). Teacher Questioning in Science Classrooms: Approaches that Stimulate Productive Thinking. Journal of research in Science Teaching, 44(6), 815-843.

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Bloom’s Taxonomy

Source: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

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Example:

Look at this problem.Solve 2x + 3 = 15

What questions will you ask, in order to teach this?

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Talk Moves

• Revoicing• Repeating• Reasoning• Adding on• Waiting

Chapin, Suzanne, O’Connor, Catherine, Anderson, Nancy. Classroom Discussions: Using Math Talk to Help Students Learn. Math Solutions Publication, California, 2003.

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Flow of Communication

• Uni-directional• Bi-directional• Multi-directional