How to Ask Reading Questions 北一女中寧曉君老師 20110430.

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Presentation transcript:

How to Ask Reading Questions 北一女中寧曉君老師

Bloom, et al., 1956

KNOWLEDGE Remembering language, facts, theories; memorizing; recognizing; recalling identification and recall of information –Who, what, when, where, how...? –Describe

COMPREHENSION interpreting summarizing –Retell...

APPLICATION Use skills/strategies to complete a task. problem solving; applying information to produce some result; use of facts, rules and principles –How is...an example of...? –How is...related to...? –Why is...significant?

ANALYSIS Break down information; categorize; organize –What are the parts or features of...? –Classify...according to... –Outline/diagram... –How does...compare/contrast with...? –What evidence can you list for...?

SYNTHESIS Combine information from different sources. –What would you predict/infer from...? –What ideas can you add to...? –How would you create/design a new...? –What might happen if you combined...? –What solutions would you suggest for...?

EVALUATION Critique information; conclude; provide an opinion –Do you agree...? –What do you think about...? –What is the most important...? –Place the following in order of priority... –How would you decide about...? –What criteria would you use to assess...?

Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. Evaluation: appraise, argue, assess, attach, choose compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate

2011 Oxford Day “A good thought-provoking question is interesting.” Makes you stop and think. No easy answer. Students don’t know. Teachers don’t know. We can’t predict how students will answer. Carries some emotional charge. Is a question we’ve faced in our own lives.

Examples Do you like your name? What / Who makes you laugh? How can you find a good job? Why do we study other cultures? What makes a happy ending? What is the best kind of vacation? When is honesty important? Is it ever too late to change? When is it good to be afraid?

“The value of a thought-provoking question is multi-faceted.” Stimulates students. Connects with students at a very personal level; motivates students to communicate their ideas. To answer requires not only good language skills, but the ability to think in English.

“The value of a thought-provoking question is multi-faceted.” Students know others will listen carefully, perhaps challenge their answers. This will naturally lead students to think of ways to support their opinions, perhaps with examples from their own life. Thought-provoking questions push students to think critically—to naturally analyze, apply their ideas, and compare.

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