DEVELOPING QUESTIONING STRATEGIES DR. HUSNIAH SAHAMID FACULTY OF EDUCATIONAL STUDIES UNIVERSITI PUTRA MALAYSIA

Why Do We Ask Questions? To manage and organise pupils’ behaviour To find out what pupils know To stimulate interest in a new topic To focus on an issue or topic To structure a task for maximum learning To identify, diagnose difficulties or blocks to learning To stimulate pupils to ask questions To give pupils opportunity to assimilate, reflect and learn through discussion

classroom teachers thirty-five to fifty percent of time conducting questions questions each day (Leven and Long, 1981)

TYPES OF QUESTIONING Good thinking is derived from asking questions that stimulate thought The quality of questions we ask will therefore determine the quality of thought. (Paul and Elder 2001)

Categories Two cognitive categories: Higher order - analysis Lower order - memory, rote, and simple recall

Bloom’s Taxonomy The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain, by Benjamin Bloom (editor), M. D. Englehart, E. J. Furst, W. H. Hill, and David KrathwohlBenjamin BloomDavid Krathwohl

Knowledge: recognize or recall information. Remembering - key intellectual activity define, recall, memorize, name, duplicate, label, review, list, order, recognize, repeat, reproduce, state)

Comprehension demonstrate sufficient understanding to organize and arrange material mentally; demands personal grasp of the material translate, explain, classify, compare, contrast, describe, discuss, express, restate in other words, review, select

Application apply information, demonstrate principles or rules, and use what was learned. Many, believe this is the first of the higher- level thought processes. apply, classify, solve, use, show, diagram, demonstrate, record, translate, illustrate, choose, dramatize, employ, operate, practice, schedule, sketch, write

All following categories require higher-level thinking skills. identify reasons, uncover evidence, and reach conclusions. identify motives and causes, draw conclusions, determine evidence, support, analyze, deduce, categorize, compare, contrast, criticize, differentiate, justify, distinguish, examine, experiment) Analysis

Synthesis: perform original and creative thinking. Often many potential answers are possible. write or arrange an original composition, essay or story, make predictions, solve problems in an original way, design a new invention, arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan

Evaluation: judge the merit of an idea, solution to a problem, or an aesthetic work. These questions might also solicit an informed opinion on an issue. (judge, value, evaluate, appraise, argue, assess, attach, choose, compare, defend, estimate, rate, select) Read more: Classroom Questions - Types Of Questions, Feedback, Effective Questioning Practices - Student, Students, Time, Teacher, Wait, and Level room-Questions.html#ixzz1EYErkdXDClassroom Questions - Types Of Questions, Feedback, Effective Questioning Practices - Student, Students, Time, Teacher, Wait, and Level room-Questions.html#ixzz1EYErkdXD

The Response Process (mental process) T questions S hears, deciphers Question S formulates response (covert) S respond to Question (overt) T respond Revise/reconsider response

Wait time I Wait-time I can be thought of as "think" time if wait-time I is long enough students have adequate time to volunteer to answer a question to think about the answer that they will give

Wait-time II, the second critical silent period follows a student answer but precedes a teacher reaction If wait-time II is long enough, both students and the teacher can carefully consider student responses.

higher rate of student participation longer, more correct and more complete answers higher achievement more on-task student talk

Wait time at least three to five seconds after asking a question (wait time I) three to five seconds after a student response to provide precise feedback (wait-time II).

Open and Closed Questions relates to the learner response. If correct answer is in question or there is only one correct answer, or learner only has to agree or disagree, Example: The common rafter requires only 4 saw cuts. Agree or disagree?

Convergent question Restricts responses to predetermined answers. Examples: According to the author, what are the possible reasons that.... ? What are the factors controlling the speed of a motor?

Divergent question Allows multitude of correct responses. excellent choice: learners are required to be creative, look for alternatives beyond their experience. Examples: What other factors should the analysis have considered? What are the possible responses to her complaint?

Classroom Strategies: Ask Better Questions Ask fewer questions. Ask more ‘open’ questions. Sequence questions. Prepare key questions.

Quick Tips Involve whole class. Think, pair, share. Provide wait time. no hands up.

Quick Tips Use wrong answer to develop understanding. Prompt pupils. Listen and respond positively.

right climate Establishing the right climate is crucial. The classroom should be seen as a community of enquiry. The role of questioner does not lie solely with the teacher.

Socratic Method a powerful tool - promotes critical thinking. focuses on the questions & process of questioning Provides opportunities for developmental change

Piaget (1952) ability to think logically and abstractly, to reason theoretically - characteristics of CT descriptive of those in formal operations stage, typically begins at age of adolescence.

formal operations stage capable of imagining different possibilities in given situation, analyzing problems applying concepts determining solutions for varied situations considered the ultimate stage of development.

The way you listen to a question or comment communicates your attitude toward the students. look at students when they are talking; show that you are following : nodding, etc.; Check for understanding: rephrasing the question.