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Encouraging Thinking through Effective Questioning

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by

Anna Mogan

on 14 October 2013

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Transcript of Encouraging Thinking through Effective Questioning

Encouraging
Thinking


through
Effective

Questioning
S CRATES
Dover Beach
Marrysong is the most contemporary of the love poems and perhaps the most accessable to us. However, there is more to it than just the extended metaphor of mapping geography.

The opening line is important. On their own, the opening words, 'He never learned her', are clearly criticizing the husband. However, the word, 'quite', totally changes the sentiment, instead suggesting the husband has tried but narrowly failed. Indeed, the pause created by the comma before quite, creates a far more gentle tone than criticism.

We are shown both sides of the wife, her anger and her joy. Again, think about specific words such as, 'stones', and, 'walled'. How do these cleverly evoke the emotions or situations they are metaphorically describing? There is also some clever word play, such as in the penultimate line when he puns on the word, 'Wondered'. When spelt, 'wandered', this word means to walk around, not to think. This is clearly a pun as although he, 'stayed home', this implies that he will metaphorically be wandering around the landscapes his wife is creating.

The poem appears to be in free verse, despite the odd rhyming couplet. However, the final couplet serve to end the poem on a note of unity. Where before the lack of a regular metre and the constant caesura reflect her changing, or ruleless geography, the final couplet is harmonious, like the husband and we assume, their relationship.

Overall, the poem seems to suggest that we must enjoy the rough and the smooth of a relationship if we are to make it truly successful. Remember when you write about it that it is about a husband and a wife, not Scott and his own wife. The fact it is called Marrysong and written in the third person makes it impersonal and therefore about marriage and not one particular couple.
"
Question
oneself and others and search for
answers
."
Critical
Thinking?

- "reasonable reflective thinking focused on deciding what to believe or do." (R.H. Ennis, 2003:25)

- "thinking about thinking." (B.W. Raiskums, 2008:78)

- "the mental processes, strategies, and representations people use to solve problems, make decisions, and learn new concepts" (Sternberg R.J, 1986:61)
Am I using
Questions
Effectively?
Emphasizing

High-Order Questions
Pre-planning
the Questions
Distributing

the Questions
Listening
to Students'
Answers
Increasing
Wait
-time
Encouraging

Students'

Questions
Providing
Feedback
CREATING
EVALUATING
ANALYSING
APPLYING
(cc) image by rocketboom on Flickr
REMEMBERING
UNDERSTANDING
Low-Order Questions
"I cannot teach anybody anything, I can only make them
think
."
But what is
Am I using Questions
Effectively
?
Why Teach

Thinking
?
- it will help learners to deal with
real life challenges

intelligently

- it will help learners to
become autonomous
and take charge of their own learning

- it will help language learners to achieve
native like proficiency

"Why questions have to be answered fast in school when
philosophers take years to answer
them?"
The Question
is....
Redirecting
Students'Answers
& Questions


How come the teacher asks
all the questions when i'm
the one who needs to know
things?
The Question is...
The Socratic Method is...
Contents
What is
Critical
Thinking?
Why
teach
Thinking?
Questioning
Strategies
that Develop Students' Critical
Thinking
Thank you
!

a
To Teach Well is To Ask Well
:)
n
d
d
o
n
'
t
f
o
g
e
t
...
r
!


Brown, G. & Wragg, E. C. (1993). Questioning. London: Routledge, 87

Elder, Linda and Paul, Richard: Critical Thinking: The Art Of Socratic Questioning, Part III, retrieved from http://eric.ed.gov/PDFS/EJ832681.pdf

Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44–48

Halpern, D. F. (2001) Assessing the effectiveness of critical thinking instruction. The Journal of General Education, 50(4), 270–286

Kagan, M. (1999), Higher-level thinking questions, book series. San Clemente, CA: Kagan Publishing

Kumaravadivelu, B. (2003) Beyond Methods: Macrostrategies for Language Teaching, Yale
University Press New Haven and London

Lipman, M. (1988). Critical thinking—what can it be? Educational Leadership, 46(1), 38–43

Ma, X. (2008). The skills of teacher’s questioning in English classes. International Education Studies, 1, 92-100

McTighe, Jay (1991). Better thinking and learning. Baltimore, MD: Maryland State Department of Education, retrieved from http://www97.intel.com/pk/ProjectDesign/Design/CurriculumQuestions/Using_Questions_to_Promote_Learning.htm
References:
...a form of inquiry and debate, between individuals with opposing viewpoints based on asking and answering questions to stimulate
critical thinking
.
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

Nunan, D. (1991). Language Teaching Methodology - A textbook for teachers, Hemel Hempstead: Prentice Hall

Ozcan, Seda (2010): The effects of asking referential questions, a thesis submitted to The Graduate School Of Social Sciences Of Middle East Technical University

Paul Richard W (2000), Critical Thinking: Basic Theory and Instructional Structures Handbook, Foundation for Critical Thinking

Paul, Richard W(1993) Critical Thinking: How to Prepare Students for a Rapidly Changing World

Rowe, Mary Budd (1986) Wait Time: Slowing Down May Be A Way of Speeding Up, Journal of Teacher Education January 1986 vol. 37 no. 1 43-50

Socratic Method (2012) http://en.wikipedia.org/wiki/Socratic_method#cite_note-0

Sternberg, R. J. (1986). Critical thinking: Its nature, measurement, and improvement National Institute of Education. Retrieved from http://eric.ed.gov/PDFS/ED272882.pdf

Thayer-Bacon, B. J. (2000). Transforming critical thinking: Thinking constructively. New York, NY: Teachers College Press

Thompson, G. 1997, Training Teachers to Ask Questions ELT Journal, 52, 1, 99-102

Wilcomb Ronald and Margaret Wilcox, Socratic Questioning retrieved from http://www.phy.ilstu.edu/pte/310content/case_studies/resources/socratic_questioning.pdf

Winnie, P. M. (1979). Experiments relating teachers' use of higher cognitive questions to student achievement. Review of Educational Research, 49, 13-50
(Wikipedia, 2012)
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