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Transcript of Questioning
By questioning the student’s stance the teacher will determine the relevance, consistency and clarity of their ideas until they are clear
Hence this can develop into further complexities help children reflect on information and commit it to memory.
develop thinking skills, encourage discussion and stimulate new ideas.
allow teachers to determine how much a class understands and then enable them to pitch lessons at an appropriate level.
be used as a tool for managing the classroom, helping to draw individuals into the lesson and keeping them interested and alert.
send a clear message that children are expected to be active participants in the learning process Lower order questions: 400 a day 70 000 a year Two to three million in the course of a career Questioning accounts for a third of all teaching time Socrates Example: BHP Oil Spill A student may argue for the drilling of oil to cease 1. What effect will this have on prices of many things we use everyday, e.g. petrol, clothing, paint, detergent, etc.
2. Since 1967, when drilling began there have been less than 50 major oil spills. Lower order vs Higher order Require children to remember
Tend to be closed
Single right answer
What, who, when or where
Did you ...? When ...? Do you want to ...? Will you ...? Higher order questions Require children to think
Start with what, how, why or which
Tend to be open
http://storiesandchildren.com/gotcha-open-ended-questions/ http://courseweb.lt.unt.edu/gmayes/documents/Blooms_Taxonomy.html Planned
Aimed at student cognitive level
Asked one at a time
Provide appropriate time to answer Questions must be ... Answers Stop, listen and REALLY absorb response
Relate answers to the content and to other student answers
Anticipate student responses and develop subsequent questions
P's (pace, prompt, probe, praise, etc.)
Keep a student checklist and tick them off as they answer questions http://redapplesgreenapples.wordpress.com/2010/10/26/goldilocks-the-three-bears-and-the-six-thinking-hats/