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That’s a Good Question

This resource explores the importance of questioning in the classroom and provides strategies for creating a positive climate, using effective questioning techniques, and helping students develop their own questioning skills. It also includes a modified Bloom's Taxonomy for guiding questioning at different levels of thinking.

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That’s a Good Question

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  1. That’s a Good Question Carol Fulton, PhD University of Regina ECS 301

  2. Overview • Importance of questioning • Elements of good questioning • Setting the climate • Questioning techniques • Types of questions • Helping children to ask questions • Practice

  3. The Importance of Questioning “Every day when I got home from school, my mother never asked me what l learned today. She asked me if I asked a question today.” ~Albert Einstein

  4. Elements of Good Questioning

  5. Setting the Climate • Establish a climate of caring and respect. • Accept all student answers with the interest and encouragement. • Make a creative answer the basis for further questioning • Use praise appropriately • Be a good listener: teach children to be good listeners • Do warm-ups to questioning • Plan for student centered activities • Treat each answer as a gift

  6. Questioning Techniques Avoid: • Run-on questions • Broad or general questions • Call-out responses • Yes/no quesitons • Rhetorical questions (you don’t expect an answer) • Repeating your questions • Repeating student answers • Rapid-fire questions • Statement first questions Do: • Use wait time – 5 secs • As a question, pause, name a student to respond • Call on non-volunteers • Walk around room • Spread questions equally among boys and girls • Challenge but don’t frustrate • Respect cultural differences

  7. Types of Questions

  8. Knowledge Questions Recognizing and Recalling Information Who . . . What . . . Where. . . When . . . Name . . . List . . . Describe. . .

  9. Comprehension Questions Rephrasing and interpreting information Describe . . . State in your own words . . Explain the main idea . . .

  10. Application Questions Using information in new situations • Give and example of . . . • What would happen if . . . • Solve . . . • How could you use this . . .

  11. Analysis Questions Breaking down information into parts and relating parts to whole. • What are the parts of . . . • How does this compare . . . • How is this different from . . .

  12. Synthesis Questions Combining new information into patterns not there before. • Compose. . . • Create . . . • What if. . . • How could you . . . • What can you infer. . .

  13. Evaluation Questions Judging according to a criteria. • Which is better. . . • What are the benefits of. . . • How could this be improved. . . • Why did you like or dislike. . .

  14. Modified Bloom’s Taxonomy

  15. Teaching Students to Ask Questions Questioning in your classroom should resemble a basketball game rather than a tennis game. • Use warm-up questioning games – i.e. 20 questions • Have students create questions about stories, pictures or artefacts • Have students create questions for each other Teach students to ask each other questions. Be a good role model – be inquisitive.

  16. Tic Tac Taxonomy

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