DEVELOPING QUESTIONING STRATEGIES

1. DEVELOPING QUESTIONING STRATEGIES DR. HUSNIAH SAHAMID FACULTY OF EDUCATIONAL STUDIES UNIVERSITI PUTRA MALAYSIA

2. Why Do We Ask Questions? To structure a task for maximum learning To identify, diagnose difficulties or blocks to learning To stimulate pupils to ask questions To give pupils opportunity to assimilate, reflect and learn through discussion • To manage and organise pupils’ behaviour • To find out what pupils know • To stimulate interest in a new topic • To focus on an issue or topic

3. classroom teachers • thirty-five to fifty percent of time conducting questions • 300-400 questions each day (Leven and Long, 1981)

4. TYPES OF QUESTIONING • Good thinking is derived from asking questions that stimulate thought • The quality of questions we ask will therefore determine the quality of thought. (Paul and Elder 2001)

5. Categories Two cognitive categories: • Higher order - analysis • Lower order - memory, rote, and simple recall

6. Bloom’s Taxonomy • The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain, • by Benjamin Bloom (editor), M. D. Englehart, E. J. Furst, W. H. Hill, and David Krathwohl

7. Knowledge: • recognize or recall information. • Remembering - key intellectual activity • define, recall, memorize, name, duplicate, label, review, list, order, recognize, repeat, reproduce, state)

8. Comprehension • demonstrate sufficient understanding to organize and arrange material mentally; • demands personal grasp of the material • translate, explain, classify, compare, contrast, describe, discuss, express, restate in other words, review, select

9. Application • apply information, demonstrate principles or rules, and use what was learned. • Many, believe this is the first of the higher-level thought processes. • apply, classify, solve, use, show, diagram, demonstrate, record, translate, illustrate, choose, dramatize, employ, operate, practice, schedule, sketch, write

10. All following categories require higher-level thinking skills. • identify reasons, uncover evidence, and reach conclusions. • identify motives and causes, draw conclusions, determine evidence, support, analyze, deduce, categorize, compare, contrast, criticize, differentiate, justify, distinguish, examine, experiment) Analysis

11. Synthesis: • perform original and creative thinking. • Often many potential answers are possible. • write or arrange an original composition, essay or story, make predictions, solve problems in an original way, design a new invention, arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan

12. Evaluation: • judge the merit of an idea, solution to a problem, • or an aesthetic work. • These questions might also solicit an informed opinion on an issue. • (judge, value, evaluate, appraise, argue, assess, attach, choose, compare, defend, estimate, rate, select) Read more: Classroom Questions - Types Of Questions, Feedback, Effective Questioning Practices - Student, Students, Time, Teacher, Wait, and Levelhttp://education.stateuniversity.com/pages/1836/Classroom-Questions.html#ixzz1EYErkdXD

14. The Response Process(mental process)

15. Wait time I • Wait-time I can be thought of as "think" time • if wait-time I is long enough • students have adequate time to volunteer to answer a question • to think about the answer that they will give

16. Wait-time II, • the second critical silent period • follows a student answer but precedes a teacher reaction • If wait-time II is long enough, both students and the teacher can carefully consider student responses.

17. higher rate of student participation • longer, more correct and more complete answers • higher achievement • more on-task student talk

18. Wait time • at least three to five seconds after asking a question (wait time I) • three to five seconds after a student response to provide precise feedback (wait-time II).

19. Open and Closed Questions • relates to the learner response. • If correct answer is in question • or there is only one correct answer, • or learner only has to agree or disagree, • Example: The common rafter requires only 4 saw cuts. Agree or disagree?

20. Convergent question Restricts responses to predetermined answers. • Examples: According to the author, what are the possible reasons that . . . . ? • What are the factors controlling the speed of a motor?

21. Divergent question Allows multitude of correct responses. • excellent choice: learners are required to be creative, look for alternatives beyond their experience. • Examples: What other factors should the analysis have considered? • What are the possible responses to her complaint?

22. Classroom Strategies: Ask Better Questions • Ask fewer questions. • Ask more ‘open’ questions. • Sequence questions. • Prepare key questions.

23. Quick Tips • Involve whole class. • Think, pair, share. • Provide wait time. • no hands up.

24. Quick Tips • Use wrong answer to develop understanding. • Prompt pupils. • Listen and respond positively.

25. right climate • Establishing the right climate is crucial. • The classroom should be seen as a community of enquiry. • The role of questioner does not lie solely with the teacher.

26. Socratic Method a powerful tool - promotes critical thinking.  focuses on the questions & process of questioning Provides opportunities for developmental change

27. Piaget (1952) • ability to think logically and abstractly, to reason theoretically - characteristics of CT • descriptive of those in formal operations stage, • typically begins at age of adolescence.

28. formal operations stage • capable of imagining different possibilities in given situation, • analyzing problems • applying concepts • determining solutions for varied situations considered the ultimate stage of development.

29. The way you listen to a question or comment communicates your attitude toward the students. • look at students when they are talking; • show that you are following : nodding, etc.; • Check for understanding: rephrasing the question.