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The Art of Questioning

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by

Kari Farley

on 2 October 2012

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Transcript of The Art of Questioning

The Art of Questioning Wait time: Rowe (1974) research suggests that expanding wait time to 3-5 seconds, the following occurs

1. Student response time increases
2. Failure to respond decreases
3. Students ask more questions
4. Unsolicited responses increase
5. Student’s confidence increase Questioning Techniques Redirecting: technique that is useful for increasing amount of student participation; draws students into discussion by asking them to respond to previous question

Reinforcement: respond with positive reinforcement when a correct answer is received

Halting time: when presenting complex material, teachers need to halt what they are saying and give students time to think; there should be no additional questions asked during this time

Allow for contemplation of question
Teachers should visibly check to see that students are understanding the information Questioning Techniques Factual
Test the students recall or recognition of information; uses repetition

Empirical
Require that students integrate or analyze information and supply a single, correct predictable answer

Productive
Do not have a single correct answer; open ended and call for students to use creative thinking

Evaluative
Require students make a judgment or put value on something; opinion Categories of questions Convergent
Concrete facts or answers
Requires students to recall, integrate or analyze information for determining one expected correct answer

Divergent
Categorizes questions according to mental operation students use in answering them Classifications of questions Narrow – ask only factual recall or specific correct answers

Broad – seldom answered with one single word; not one correct answer; students must use thinking process and go beyond simple memory Levels of questioning Develop interest and motivate students

Evaluates student’s preparation and check on homework

Develop critical thinking skills

Review and summarize previous lessons

Assess achievement of objectives Purpose of Asking Questions Questions should be clear and should be asked before designating who should answer

Distribute questions about the class fairly; refrain from asking only certain types of students

Do not ask more than one question at a time

Ask questions at all ability levels

Use prompting and probing questions Tips on Questions Focusing questions: used to direct student attention; can determine what has been learned by students and what arouses student interest.

Prompting questions: used when student is unable to answer initial question; uses clues to help student gain understanding to answer question correctly

Probing questions: aim at correcting, expanding or improving a student’s initial response Types of Questions Hannah Underwood
Kimberlie Baab
Nichelle Huber
Kari Farley Effective Instructional Strategies: From Theory to Practice
Kenneth D. Moore References
Full transcript