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Questioning

Questioning. As a Teaching Tool. An Expert Opinion. "Good learning starts with questions, not answers." Guy Claxton, Professor in Education and Director of CLIO Development University of Bristol. Not a new idea!. ‘Teaching is the art of asking questions.’ Socrates.

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Questioning

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  1. Questioning As a Teaching Tool

  2. An Expert Opinion "Good learning starts with questions, not answers." Guy Claxton, Professor in Education and Director of CLIO Development University of Bristol

  3. Not a new idea! • ‘Teaching is the art of asking questions.’ Socrates. • ‘In the middle of difficulty lies opportunity. The important thing is not to stop questioning.’ Albert Einstein

  4. The Statistics of Questioning • An average teacher asks 400 questions in a day • That’s 70,000 a year! • One-third of all teaching time is spent asking questions • Most questions are answered in less than a second Steven Hastings TES 4 July 2003

  5. Type of questions Consider: • Q: Is 7 a prime number? • A: Yes. • The answer is correct, but has the student understood? • Q: Why? • A: Because it’s odd. • The follow-up question reveals clear failures in understanding underlying concepts.

  6. ‘Socratic’ questioning • Can it be, Ischomachus, that asking questions is teaching? I am just beginning to see what is behind all your questions. You lead me on by means of things I know, point to things that resemble them, and persuade me that I know things that I thought I had no knowledge of. Socrates (Quoted in Xenophon's "Economics")

  7. Categories of Socratic Questioning • Questions of clarification • Questions that probe assumptions • Questions that probe reasons and evidence • Questions that probe implications and consequences

  8. Dalton’s Questions • Quantity questions • Change questions • Prediction questions • Points of view questions • Personal involvement questions • Comparative association questions • Valuing questions

  9. Example – Touching the Void • Try out a ‘quantity’ or ‘change’ question. • Try a question from one of the other five categories. • Evaluate the effectiveness of this model in promoting learning. • Consider how this type of questioning might be used in your own curriculum area.

  10. Bloom’s Questions • Knowledge – describe, identify, who, when, where • Comprehension – translate, predict, why • Application – demonstrate how, solve, try it in a new context • Analysis – explain, infer, analysis • Synthesis – design, create, compose • Evaluation – assess, compare/contrast, judge

  11. Bloom’s Questions - Examples • Who fought the Battle of Hastings? • Why did Harold lose the battle? • Demonstrate (diagrammatically) how the battle was lost. • Explain the events leading up to the battle. • Write a report of the battle from the viewpoint of a witness. • Assess the impact of the battle on subsequent English history.

  12. Checklist for using Questioning • Plan for questioning. • Allow time for answers. • Ask a range of questions which consolidate knowledge, develop understanding and promote higher order thinking and creativity. • Use questions to develop collaborative work. • Review questions.

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