Importance of Questioning and Feedback Technique in developing 3 Cs

WHAT ARE 3 Cs CRITICAL THINKING CREATIVE THINKING & COMMUNICATION SKILLS

Links between 3 Cs and Questioning and Feedback Techniques Development of 3 Cs through: asking more open-ended and thought-provoking questions in lessons and assessment and accepting different but reasonable or imaginative answers from students instructional approaches found to promote thinking skill development include asking higher-order questions during classroom discussions lengthening wait-time during classroom questioning and using redirection, probing and reinforcement

Students attitude Difficulties Students ability Teaching practices Developing students 3Cs Teaching time … …

? Students are not willing to speak in English. It is difficult to develop their communication skills. ? Misconception: Reflection: questioning and feedback techniques can create an atmosphere where students feel secure enough to take risks.

Creating a classroom culture open to dialogue 1.Attentive listening – Be patient – Don t interrupt students while they are responding to questions unless they are being disruptive 2.Reinforcement – Make positive statements – Use positive nonverbal communication 3.Encouragement – Encourage responses from volunteering and non-volunteering students

Creating a classroom culture open to dialogue 5.Rephrasing – Reword the question to make it clearer – Provide some information to help students come up with the answer – Break the question into more manageable parts 4.Redirecting –Invite other students to give additional information or comments –Allow a student to correct another student s incorrect statement

? Students are not able to answer higher level questions. It is difficult to develop students critical thinking and creativity. ? Misconception: Reflection: questioning and feedback techniques can aid critical thinking processes, and encourage creative and imaginative thought.

Developing critical thinking and enhancing creativity 1.Wait time – After framing the question, pause while everybody has a chance to think of an answer – Let students prepare or discuss higher level questions 2.Scaffolding – Scaffold learning with rich input (thoughts and language) to prepare or activate students – Use recall questions first to be sure the students have the knowledge. Then proceed to comprehension and analysis questions. Follow those up with evaluation/creative questions.

Developing critical thinking and enhancing creativity 3.Prompt – Use follow up questions to help students justify / clarify / analyze a statement or comment – Make use of five senses questions to help students express their thoughts and feelings

? Teaching means the direct transfer of knowledge. relying on giving direct instructions asking and responding to questions in lesson is not relevant to language learning ? Reflection: how students can really learn a language effectively – through contextualised learning and authentic communication learn a language effectively Misconception:

Two different approaches to conducting lessons Use of direct instructions teacher-centred approach less opportunity for students to practise the use of language for communication little chance for students to think actively Use of questions and feedback in lessons student-centred approach providing students with a real reason, interest and context to communicate retrieving and applying knowledge and language for purposeful interactions an example

negotiate meaning with students (as opposed to using direct instruction) to elicit ideas about the nature of a story to be read Example:

? Asking questions is merely to motivate students or rectify answers deviating from the suggested ones. no awareness of the use of questions to develop students cognitive thinking skills need for extra time in lessons to ask questions (but teaching schedule is tight) ? Reflection: the strategic use of questions to help develop students thinking skillsstrategic Misconception:

Strategic, purposeful use of questions design questions on the basis of the learning inputs make use of various types of questions to facilitate the scaffolding of knowledge towards the teaching objectives targetted use open questions to give students opportunities to make inferences and draw logical conclusions

Category of question Questions to ask (on the basis of the learning inputs) Levels *In terms of * Response expected HighLowOpenClosed Knowledge Comprehension Application Analysis Synthesis Evaluation Develop students various thinking skills through purposeful use of different types of questions Teaching / Learning objectives Use of questions of different abstraction levels (Blooms taxonomy) Recall information Understand info. Retrieve & use skills/info. Identify / recognise Create new from learned Assess & discriminate Back

? Students incorrect answers mean teachers failure to teach properly or effectively. keeping use of questions to minimum avoiding addressing questions to students with limited language ability ? Reflection: an important source of information for assessing learning and teaching shouldnt be avoided Misconception:

Informing teaching and learning students responses inform teachers effectively of ss learning difficulties and progress should be handled accordingly: feedback can be in the form of follow-up questions applying probing, refocussing, redirecting and rephrasing allow teachers the chance to revise or adjust their teaching

? The teacher is the sole person responsible for evaluation and assessment. Students dont need to learn how to evaluate or assess themselves. ? Misconception: Reflection: need to develop students reflective skills - exercise judgment about the content and the processes of learning.

Developing reflective skills 1.Share learning goals – Discuss assessment criteria and how the criteria can be met in practice – Give students diagnostic and corrective feedback on how to achieve the learning goals and improve themselves

Developing reflective skills 2.Promote self or peer assessment – Enable students to recognise progress in their work, skills, knowledge and understanding – Encourage students to take responsibility for their own learning by providing opportunities for them to describe the judgments they make in relation to their progress

Students change Students participate actively in an interactive, student-centred learning environment. Students have developed their communication skills, creativity and critical thinking skills. Students have learnt how to reflect on their learning.

A mirror

Skills demonstrated in asking questions : Have I asked questions which are at an appropriate level for the materials being covered? Did the questions I asked serve the intended teaching objectives? Have I asked questions which required students to think at different intellectual levels?

Skills demonstrated in phrasing questions and handling students responses: Have I allowed adequate, appropriate wait- time after posing questions in class? Have I reinforced students responses positively and effectively? Have I given students effective feedback which helps/guides them to reflect on their learning?

Overall reflection: What specific problems have I encountered when asking questions or giving feedback during lessons? What are the strengths and weaknesses of my techniques for questioning and giving feedback? How can I improve my questioning and feedback techniques?