What do we know (page 1)?

1. What do we know (page 1)? • Define the word "Taxonomy." (Knowledge) • Define the word "Convergent." (Knowledge) • Define the word "Divergent." (Knowledge) • What are the levels of Bloom's Taxonomy? (Knowledge)

2. What do we know (page 2)? • Consider your lesson, what level of Bloom's Taxonomy are your questions geared for? (Comprehension / Application) • How will your knowledge of Bloom's Taxonomy influence your teaching? (Analysis) • Which level of Bloom's Taxonomy is the most important and why? (Evaluation)

3. What do we know (page 3)? • When would you use "Convergent" questions? (Analysis) • When would you use "Divergent" questions? (Analysis) • In general, you should usually use what type of question (Conv/Div) and why? (Evaluation) • Can you think of a way that questions might be used as a teaching tool other then the teacher presenting questions to the class? (Synthesis)

4. More About Questions

5. Question can enhance student learning by:

6. Question can enhance student learning by: • Engaging students • Correcting student misunderstanding • Reinforcing student understanding • Developing critical thinking skills • Providing feedback for students • Creating a dynamic classroom environment through student discussion

7. What value do questions have for the instructor?

8. What value do questions have for the instructor? • In-class questions provide the instructor with valuable formative feedback. • Can assist with classroom management. • Engages students. • Adds interest and dynamics to teaching.

9. Questions and Bloom's Taxonomy • Questions that move from simple recall to more difficult levels of cognitive reasoning, help students develop cognitive abilities and critical thinking skills. • Questions that address the upper levels of the cognitive taxonomy are more likely to promote lively classroom discussion and maintain student interest. • See the Questions and Bloom's Taxonomy link from Module 7.

10. Wait-time

11. Wait-time • Wait-time is critical if questions are to be effective in the learning process. • Once a question is presented to the class, you need to give students at least 5-10 seconds to formulate their answers, higher level questions often require more wait-time. • Providing appropriate “wait-time” may be uncomfortable (awkward silence) as you first begin teaching, with a little practice you will quickly overcome this.

12. Halting Time

13. Halting Time • When presenting complex material, teachers need to pause their presentation and provide students an opportunity to think. • During this pause formative assessment should take place to ensure students are understanding the content presented. • If the student observations are positive, then the presentation is moved forward, if not, then a repeat of the explanation or directions is needed.

14. Reinforcement

15. Reinforcement • After receiving an acceptable response from a question, the instructor should reinforce the response. • Rewards and praise encourage student participation. • Consider responses such as "very good answer", "interesting thought", "great", "very well done", etc.

16. Question Redirection

17. Question Redirection • Question redirection occurs when an instructor turns a student-initiated question or comment back to the student or to the class. • Question redirection provides students with further opportunities to develop thinking and communication skills. It also helps to promote classroom discussion by taking the focus off the instructor and encouraging student to student interaction.

18. Follow-up Probing Questions

19. Follow-up Probing Questions • Probing questions are initiated by the instructor and requires the student to think beyond the initial response. • Probing questions help to direct, develop, or refocuse the student's response.

20. Do's and Don'ts, Questioning Techniques • It is important to consider how your questions are phrased and presented. Here are some common problems with questioning techniques.

21. "YES" or "NO" Questions

22. "YES" or "NO" Questions • Yes/No questions require only a yes or no response and do not stimulate discussion. These questions usually begin with auxiliary verbs such as: are, is, could, would, does, do, can and was. • Unfortunately, studies show this form is used often in classroom settings. Example: Is social reform an issue here? Change to: What specific social reforms are at issue here?

23. Ambiguous Questions

24. Ambiguous Questions • Ambiguous questions are unclear and unfair. It often turns into a guess what's on the teacher's mind. • Example: “Phrasing is a problem in questioning?” • Change to: Why might poor phrasing of a question be considered a problem?

25. Spoon-feeding Questions

26. Spoon-feeding Questions • Spoon-feeding questions give too much guidance and does not require students to develop analytic skills. Examples: • Leading questions: "So we can say that, no matter where we live, people need food and shelter. Isn't that right?" • Questions that include the answer or offer a choice: "Are the things necessary or only desirable?" • Inverted questions: "The kind of things that we can discover from observing animals are what?" (These types of questions tend to force a predetermined answer).

27. Compound Questing

28. Compound Questing • Compound questions tend to include too many factors and or pose several questions for students to consider at once. • For example: "How did the revolution begin, and what did the nobles have to do with it? Did tax reform have anything to do with it?" • The solution to avoiding this type of question is to make sure your questions contain only one main idea.

29. Phrasing

30. Phrasing • DON’T phrase questions to the group, i.e., "Can anyone tell me what the main idea was regarding ....“ • This type of question is easy for students to ignore as they will not perceive it as directed towards them. • Be direct with your questions, i.e., "What was the main idea regarding...." • This technique is direct and engaging. You want each student in the room to feel like the question is directed at them.

31. Answering Your Own Question

32. Answering Your Own Question • Don't answer your own questions before students respond. • Answering your own questions will lead to detached students as they will realize you are not serious about getting a response from them when you ask a question.

33. Restating the Question

34. Restating the Question • Avoid restating the question as much as possible. • Once students realize that the instructor expects their attention the first time, they are more likely to pay attention and won't rely on the question being repeated.

35. Restating Student Responses

36. Restating Student Responses • Avoid restating student’s responses as much as possible. • Restating the responses promotes students to rely on the instructor restatement instead of paying attention to the input from other students.

37. Eye Contact

38. Eye Contact • Make eye contact with your students as you ask questions. • This goes back to the idea that you want each student to feel as though you are directing the question at them (engagement).