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Questioning Skills

Questioning Skills. For Better Teaching Results. Divergent Questioning.

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Questioning Skills

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  1. Questioning Skills For Better Teaching Results

  2. Divergent Questioning • Teachers who ask divergent, “open-ended” questions in science classrooms promote learning because these types of questions require students to apply, analyze, synthesize, and evaluate information instead of simply recalling facts

  3. Classroom Questions • Closed: Limited number of acceptable responses • Open: Large number of acceptable responses • Managerial: Facilitate classroom operations • Rhetorical: Re-emphasis or reinforcement

  4. “In the skillful use of the question, more than in anything else lies the fine art of teaching; for in such use we have the guide to clear and vivid ideas, the quick spur to imagination, the stimulus to thought, the incentive to action (Edward deGarmo)

  5. Paraphrasing • Communicates that the teacher has HEARD what the student has said • UNDERSTOOD what was said and CARES what was said. Paraphrasing involves RESTATING in your own words, or summarizing what was said.

  6. Examples of Paraphrasing • So, what I hear you saying is that you have had a cricket in your room and it scared you. • What I hear you saying is that you have been to the Dr’s office and had your immunizations?

  7. Clarifying Questions • Clarifying questions convey that the teacher has HEARD what the student has said, but does not fully understand what was said. • Clarifying involves asking for more information or discover the meaning of the language used.

  8. Examples of Clarifying • Would you tell me a little more about what you were thinking there? • Let me see if I understand what you are saying. • Can you give me an example of what you are telling me? • Note: WHY tends to make people defensive

  9. Mediational Questions • Hypothesize what might happen • Analyze what worked an didn’t • Imagine possibilities • Compare and contrast what was planned with what happened.

  10. Examples of Mediational Questions • When have you done something like this before? • How did you decide that was the right answer? • What is another way you might explain that? • What do you think would happen if-----?

  11. Practice • Divide a page in your journal into three columns. • Put “Paraphrasing, Clarifying and Mediational” at the top of each. • With a partner, read the following list of question starts and decide what column they go in in. Put a “x” in the correct column when you decide.

  12. From what I hear you say----------- I’m hearing many things----------------- What do you think? How did you decide that was the right answer? Tell me what you mean when you say--------? It’d help me understand if you’d give me an example of---- I’m interested in what you just told us, I wonder--- Let me see if I understand---------- What I hear you saying------------- What’s another way you might---------? So, --------------------------- What do you think would happen if------?

  13. PAUSE (wait time) 3-5 sec. Teacher Question Student Response Teacher Reaction PAUSE 3-5 sec

  14. Why Practice “Wait Time?” The length of students responses increased. The number of unsolicited but appropriate responses by students increased. Failures to respond decreased. Confidence increased. Speculative thinking increased Student to student comparing increased. Higher level thinking responses increased.

  15. Good teaching is more a giving of right questions than A giving of right answers. Josef Albers

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