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Questioning Powered By Docstoc
As a Teaching Tool
       An Expert Opinion

"Good learning starts with
 questions, not answers."
 Guy Claxton, Professor in Education and
 Director of CLIO Development
 University of Bristol
              Not a new idea!
Ø ‘Teaching    is the art of asking questions.’

    the middle of difficulty lies
Ø ‘In
 opportunity. The important thing is not
 to stop questioning.’
        Albert Einstein
The Statistics of Questioning
Ø An average teacher asks 400 questions in
  a day
Ø That’s 70,000 a year!
Ø One-third of all teaching time is spent
  asking questions
Ø Most questions are answered in less than
  a second
                           Steven Hastings
                           TES 4 July 2003
            Type of questions
Ø Q: Is 7 a prime number?
Ø A: Yes.
Ø The answer is correct, but has the student
Ø Q: Why?
Ø A: Because it’s odd.
Ø   The follow-up question reveals clear failures
    in understanding underlying concepts.
        ‘Socratic’ questioning
Ø Can it be, Ischomachus, that asking
 questions is teaching? I am just
 beginning to see what is behind all
 your questions. You lead me on by
 means of things I know, point to
 things that resemble them, and
 persuade me that I know things that
 I thought I had no knowledge of.
Socrates (Quoted in Xenophon's "Economics")
 Categories of Socratic Questioning

Ø Questions   of clarification
Ø Questions   that probe assumptions
Ø Questions   that probe reasons and
Ø Questionsthat probe implications and
           Dalton’s Questions
Ø Quantity   questions
Ø Change    questions
Ø Prediction   questions
Ø Points   of view questions
Ø Personal   involvement questions
Ø Comparative    association questions
Ø Valuing   questions
 Example – Touching the Void
Ø Try  out a ‘quantity’ or ‘change’ question.
Ø Try a question from one of the other
  five categories.
Ø Evaluate the effectiveness of this
  model in promoting learning.
Ø Consider how this type of questioning
  might be used in your own curriculum
        Bloom’s Questions
Ø Knowledge    – describe, identify, who,
  when, where
Ø Comprehension – translate, predict, why
Ø Application – demonstrate how, solve,
  try it in a new context
Ø Analysis – explain, infer, analysis
Ø Synthesis – design, create, compose
Ø Evaluation – assess, compare/contrast,
Bloom’s Questions - Examples
Ø   Who fought the Battle of Hastings?
Ø   Why did Harold lose the battle?
Ø   Demonstrate (diagrammatically) how the
    battle was lost.
Ø   Explain the events leading up to the battle.
Ø   Write a report of the battle from the
    viewpoint of a witness.
Ø   Assess the impact of the battle on
    subsequent English history.
 Checklist for using Questioning
Ø Plan for questioning.
Ø Allow time for answers.
Ø Ask a range of questions which
  consolidate knowledge, develop
  understanding and promote higher order
  thinking and creativity.
Ø Use questions to develop collaborative
Ø Review questions.

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