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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
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