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Questioning

Questioning. There is no such thing as a stupid question. Oh yeah?. Why do we ask questions?. To provide a model of language To find out what students know To check understanding* To get the students to be more active To direct attention to a topic

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Questioning

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  1. Questioning There is no such thing as a stupid question. Oh yeah?

  2. Why do we ask questions? • To provide a model of language • To find out what students know • To check understanding* • To get the students to be more active • To direct attention to a topic • To offer other input - the stronger students – to the weaker ones • To invite weaker students to participate • To stimulate thinking** • To get learners to review material • To encourage self expression • To communicate to learners that the teacher is interested

  3. Do you understand? "Ok, here is your last chance. If you don't ask any questions, then you understand completely, and I am free to go on to the next subject. Because I asked this fair question, and gave you a fair chance to answer, I am absolved from any lack of understanding on your part.“ You do not understand what you do not understand

  4. Types of Questions Closed Open Higher Cognitive Interpretive, evaluative, inquiry, inferential and synthesis HOTS For older students, increases on-task behavior, length of student responses, number of responses, use of complete sentences, relevant questions ASKED by students Teachers sometimes use these when asking students they perceive as strong or fast learners • Lower Cognitive • Direct, recall, knowledge • LOTS • Good with younger children • Effective when the purpose is to impart factual knowledge and helping students to memorize things • Teachers sometimes use these when asking students they perceive as poor or slow learners

  5. Other ways to evaluate questions Display Guess what I want you to say Vague Filling time Not interesting Not really known Single answer • Genuine • Question asked and honestly responded to • Clear • Learning Value • Interesting • Availability • Extension

  6. Classroom time spent in questioning is between 35 and 50%

  7. Wait Time The average wait time teachers allow after posing a question is one second or less. Students perceived as slow or poor learners are given even less wait time than those teachers view as more capable. A wait time of 3 seconds is most positively related to achievement – not longer and not shorter – for lower cognitive questions. There is no threshold for higher cognitive questions and students seem to become more engaged and perform better and better the longer the teacher is willing to wait.

  8. Increasing wait time beyond three second is positively related to: • improvement in student achievement • improvement in student retention • increase in responses • increase in length of responses • increase in number of unsolicited responses • decrease in students’ failure to respond • increase in response among students who do not normally respond • decrease in student interruptions • expansion of the variety of the responses • increase in number of questions posed by students

  9. Increase of wait time beyond 3 seconds is positively related to the following teacher outcomes: • teachers listen more and engage students in more discussions • flexibility of teacher responses improves • expectations regarding students thought of as slow or weak increases • variety of questions is expanded • increase in the number of higher cognitive questions in general

  10. Redirection and Probing • R and P are positively related to achievement when they are explicitly focused: clarity, accuracy, plausibility. • R and P are unrelated to achievement when they are vague. • Acknowledging correct responses as such is positively related to achievement. • Praise is positively related to achievement when it is used sparingly and is directly related to the student response and sincere and credible.

  11. Guidelines • Think carefully about your questions! • When teaching factual material, keep up a brisk instructional pace – frequent lower cognitive questions. • With older and high ability students, ask questions before as well as after material has been studied. • Question younger and lower ability students only after material has been read and studied. • Do not ask vague or tricky questions that are too abstract! • Balance questions on a volunteer basis with those where everyone is expected to respond and/or no one know who will be asked to respond.

  12. Things to try • ABCDE cards/ hold up fingers • Answering first on paper or in pairs • Ask students to write down questions • Add on responses

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