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Questioning Techniques

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Presentation on theme: "Questioning Techniques"— Presentation transcript:

1 Questioning Techniques

2 Why Question? Questions are asked not just to monitor comprehension but also to stimulate students to think about the content, connect it to their prior knowledge, and begin to explore its applications Questions should stimulate students to process content actively and “make it their own” by rephrasing it in their own words and considering its meanings and implications

3 Characteristics of Good Questions
1. Clear-- Questions should specify the points to which students are to respond 2. Purposeful-- Purposeful questions help achieve the lesson's intent 3. Brief-- The longer the question, the more difficult it is to understand 4. Natural-- Questions should be phrased in natural, simple language

4 5. Sequenced-- If questions are intended as teaching devices and not merely as oral test items, they should be asked in carefully planned sequences, and the answer to each sequence should be integrated with previously discussed material before moving on 6. Thought Provoking-- Discussion should help students to clarify their ideas and to analyze and synthesize what they are learning

5 Questions to Avoid 1. Yes-No-- Initial yes-no questions confuse the lesson focus and waste time; these questions also have low diagnostic power 2. Tugging-- These say “Tell me more,” but provide no help to the student

6 3. Guessing-- Encourage students to guess thoughtlessly rather than to think carefully
4. Leading-- Leading questions and other rhetorical questions should be avoided; questions should only be asked if the teacher really wants a response

7 Calling on Students... Addressing questions to the class involved first asking the question, then allowing students time to think, and only then calling on someone to respond This makes everyone in the class responsible for the answer

8 Wait Time Good questioning technique allows students sufficient time to think about and respond to questions

9 Desirable changes occur with 3 to 5 second wait times:
increase in the average length of student responses increase in unsolicited but appropriate students responses decrease in failures to respond increase in speculative responses increase in student-to-student comparisons of data increase in statements that involve drawing inferences from evidence increase in student-initiated questions a greater variety of contributions by students

10 Question Distribution
Teachers should distribute questions widely rather than allow a few students to answer most of them Students learn more if they are actively involved in discussions than if they sit passively without participating

11 Feedback Feedback is important both to motivate students and to let them know how they are doing Feedback need not be long or elaborate Feedback can be provided personally or through answer sheets

12 Divergent Thinking Questions
1. The playground question: structured by instructor’s designating a carefully chosen aspect of the material “Let’s see if we can make any generalizations about the play as a whole from the nature of the opening lines” 2. The brainstorm question: structure is thematic generate as many ideas on a single topic as possible within a short period of time “What kinds of things is Hamlet questioning- not just in his soliloquy, but throughout the play?”

13 3. The focal question: focuses on a well articulated issue
choose among a limited number of positions or viewpoints and support your views “Is Ivan Illych a victim of his society or did he create his problems by his own choices?”

14 Bloom’s Taxonomy

15 1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state 2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate 3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write

16 4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, text 5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write 6. Evaluation: appraise, argue, assess, attach, choose, compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate

17 Marzano’s Dimensions of Learning

18 1. Developing positive attitudes and perceptions about learning
2. Acquiring and integrating knowledge 3. Extending and refining knowledge 4. Using knowledge meaningfully 5. Developing productive habits of mind

19 adapted from Marzano for North Carolina Curriculum
Thinking Skill Levels adapted from Marzano for North Carolina Curriculum

20 Knowledge When content is new, students must be guided in relating the new knowledge to what they already know, organizing and then using that new knowledge Knowledge can be of two types: declarative or procedural

21 Organizing Organizing is used to arrange information so it can be understood Classifying groups of items into categories on the basis of attributes Comparing identifies similarities and differences between or among entities

22 Applying Applying requires demonstration of prior knowledge within a new situation The task is to bring together the appropriate information, generalization or principles that are required to solve a problem

23 Analyzing Analyzing clarifies existing information by examining parts/relationships Identifying attributes, components, relationships, and patterns

24 Generating Generating constructs a framework of ideas that holds new and old information together Inferring, predicting, and elaborating

25 Integrating Integrating connects or combines prior knowledge and new information to build new understandings Summarizing and restructuring

26 Evaluating Evaluating requires assessing the appropriateness and quality of ideas Establishing criteria sets standards for judging the value or logic of ideas Verifying refers to confirming or proving the truth of an idea


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