Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Asking Open Questions

No description

paulette alcox

on 27 January 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Asking Open Questions

Asking Open Questions Considerations for Effective Questioning Inquiring minds... More effort has to be spent framing questions that are worth asking; that is , questions which explore issues that are critical to the development of the students' understanding. Explicitly discussing the intent of open questions Reflecting on my practice Three Types of Questions Final thought... a safe emotional climate
a focus on learning goals
think time
variety of types of questions The Critical Thinking Consortium Black et al, 2003 The Critical Thinking Consortium There is not a single, correct answer to this question.
Everyone is entitled to an opinion, but the best opinions are supported by valid evidence and sound reasons.
Inquiry is not a spectator sport; each person needs to actively listen and participate. What kinds of questions do I ask?
How many questions do I aks?
Do my students understand the shifts that inquiry makes in the way the classes are run?
Am I calmly and patiently putting the onus on students?
Do I show comfort with silence? Is there enough wait time for thoughts to form?
Is it possible to get A's in my class without thoughtfully and inquisitively engaging? There can certainly be no change in understanding unless the question holds the possibility of an answer with personal meaning for the student. The more you know about the students' backgrounds, interests and experiences, the greater chance you have of choosing a question that holds that possibility.
( Morgan and Saxton, 1994) In an Inquiry Approach...

...students figure out a reasonable answer

...teachers help them to develop the tools to do that successfully In a Traditional Approach...

...teachers teach the answer

...students try to remember "it" Research shows that up to 80% of teachers' questions are closed or related to classroom management. Type 1 What are the ingredients in vanilla icecream?
What are three activities visitors can do in Niagara Falls?
Identify several natural disasters that impact on the environment.
List three types of exercise.
What did the Inuit use to make tools? Type 2 What is your favourite flavour of icecream?
Would you like to move to Niagara Falls?
Which natural disasters creates the most fear for you?
What is your favourite types of exercise?
What geographic feature of Nunavut do you like the most? Should icecream be a regular part of your family's healthy diet?
Would your family's needs be better met in Grimsby or Niagara Falls?
Which natural disaster poses the greatest threat to Ontario's economy?
Which sport would best meet theneeds of someone with asthma- diving, soccer or tennis?
Which natural resource- diamonds or fish are most important to the northern community? Type 3 Considering another point of view in an open minded way might help you clarify your own ideas. Essential Questions, McTighe and Wiggins Why ask a question? to get an answer, or... ...to stimulate thought?
Full transcript