Questioning Techniques

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					Questioning Techniques
         Effective Question Practice
•   Asking fewer questions to stay focused
•   Differentiating questions
•   Questioning for depth
•   Questioning for breadth
•   Using wait time
•   Selecting students
•   Repeating or rephrasing students’ answers
•   Giving useful feedback
•   Student-initiated contest
       Working with Special Students
•   Break questions down to sub-questions.
•   Paraphrase questions.
•   Relate questions to students’ prior knowledge.
•   Let them identify information.
•   Provide them with cheat-sheet information.
•   Use true-false, multiple-choice question formats.
•   Provide clues.
•   Pair or team students up.
           Bloom’s Taxonomy
•   Knowledge
•   Comprehension
•   Application
•   Synthesis
•   Analysis
•   Evaluation
         Types of Questions
• Factual information/ memorization
• Understanding (What has happened? What
  does it mean? Why? How?)
• Interpretations and inferences
• Opinion
• Critical thinking
• Creative thinking
                 Strategies
• Relate questions to students’ prior knowledge
  and experience.
• Don’t just ask a question to one student and
  decide if the whole class know the answer.
• Provide students with cues.
• Let students help out.
• Scaffolding
      When Not To Use Questions
•   To manage misbehavior
•   To help special needs students
•   To put down a student
•   To offer information (yes, but….)
•   To promote student involvement
  Examples – Comprehension Qs
• What is the main idea that this chapter
  presents?
• Describe in your own words what the artist is
  trying to say in this cartoon.
      Examples – Application Qs
• In each of the following cases, which of Newton’s
  laws is being demonstrated?
• According to our definition of socialism, which of
  the following nations would be considered
  socialist today?
• Write an example of the sexual harassment policy
  we have just discussed.
• If Brian works 3 hours to wash the car and it takes
  Alicia only two, how many hours would it take
  them to wash the car together?
        Examples – Analysis Qs
• After reading this story, how would you
  characterize the author’s background attitude
  and point of view?
• What factors influence the writings of Anne
  Frank?
• How did the role play promote cultural
  understanding?
• What evidence can you cite to validate that
  smoking cigarettes is more harmful than drinking
  alcohol?
       Examples – Synthesis Qs
• What would a descriptive and exciting name for
  this video game?
• Write an email to a local newspaper editor on a
  social issue of concern to you.
• What would the US be like if the South had won
  the Civil War?
• How would you measure the height of a building
  without being able to go into it?
• Design a musical instrument that effectively
  demonstrates three principles of physics.
       Examples – Evaluation Qs
• Decide why young children should or should not
  be allowed to read any book they want.
• How do you assess your performance at school?
• Give three reasons that support why this picture
  is your best.
• Which U.S. senator is the most effective and
  why?
• Taking the role of cultural critic for your local
  public radio station, offer reviews of three current
  movies.
 Crack the codes to figure out the
             sentence
• Write a secret message in the number codes on the
  board:
      9   12 15 22 5   25 15 21.
• “Can you read the message?” The message is “I love
  you.”
• What is the number code message for the following
  sentence?
• “The doctor took an x-ray of his arm to see if it is
  broken.”
• There are 26 alphabets in English.
      Talk and write math out loud
• To solve a math problem, ask students to explain
  their thinking and justify their answers in writing.
  Organize students in groups of three or four.
  Students will take turns to be speakers and
  listeners. They discuss and contribute ideas to
  solve problems.
• Robyn Silbey (April, 2003, Instructor magazine)
  suggests effective questioning strategies to
  promote critical thinking about the “big ideas” in
  mathematics. These questions are as follows:
     Talk and write math out loud-2
• What do you need to know? What do you need to
  find out? (Students are invited to pinpoint the
  problem and the information needed for its
  solution.)
• How can you choose a strategy that will help you
  solve the problem? (Students peruse their
  strategies to match the needs of the problem.)
• Which strategy did you choose? Why? (Students
  justify their choice of strategy by describing how it
  addresses the conditions of the problem.)
     Talk and write math out loud-3
• What will you do first to solve the problem? What will you
  do next? (Students make sense of how each step works
  toward finding the solution.)
• How did you solve the problem? (Students define the
  steps they chose to solve the problem.)
• How will you check your answer for reasonableness?
  (Checking strategies may include using inverse operations
  or estimation.)
• How do you know the answer makes sense? (Students
  justify their answers using common sense, logical
  reasoning, or estimation strategies.)

				
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