Presentation is loading. Please wait.

Presentation is loading. Please wait.

SEMINAR ON NATURE OF QUESTIONING IN THE CLASSROOM

Published byVirginia Hawkins Modified over 6 years ago

Similar presentations

Presentation on theme: "SEMINAR ON NATURE OF QUESTIONING IN THE CLASSROOM"— Presentation transcript:

1 SEMINAR ON NATURE OF QUESTIONING IN THE CLASSROOM
BY SANJOY DAS 1ST SEM ROLL NO -40 UNIVERSITY OF BT & EVENING COLLEGE GUIDED BY ANIRUDDHA BARMAN

2 NATURE OF QUESTIONINING IN THE CLASSROOM
LEARN FROM YESTERDAY, LIVE FOR TODAY, HOPE FOR TOMORROW.THE IMPORTANT THINGS IS NOT TO STOP QUESTIONING.(ALBERT EINSTEIN)

3 PURPOSE OF QUESTIONING IN CLASSROOM

4 REASONS FOR ASKING QUESTIONS IN THE CLASSROOM SITUATION

5 TIMING OF QUESTIONING IN THE CLASSROOM SITUATION

6 GUIDELINES FOR CLASSROOM QUESTIONING

7 CHRACTERISTICS OF GOOD QUESTIONS
BRIEF, CLEAR AND UNEQUIVOCAL NOT BE LIFTED FROM THE BOOK SUITED TO THE AGE ,EXPERIENCE AND ABILITY OF STUDENT DEAL WITH ONLY ONE IDEA VARY IN DIFFICULTY APPLICABLE TO ALL STUDENTS THOUGHT –PROVOKING AND CHALLENGEING RELEVANT TO THE LESSON UNDER DISSCUSSION

8 TYPES OF QUESTIONS OPEN QUESTION CLOSED QUESTION CLARIFYING QUESTION
FACTUAL QUESTION HYPOTHETICAL QUESTION PREDICATIVE QUESTION REFLECTIVE QUESTION SUMMARIZING QUESTION PROVING QUESTION CONVERGENT QUESTION DIVERGENT QUESTION

9 KNOWLEDGE LEBEL QUESTION
LEBEL OF QUESTIONING BLOOM’S TAXONOMY –COGNITIVE DOMAIN CREATIVE QUESTION EVALUATIVE QUESTION ANALYTICAL QUESTION APPLICATION LEBEL OF QUESTION COMPREHENSIVE QUESTION KNOWLEDGE LEBEL QUESTION

10 KNOWLEDGE REQUIRES THAT THE STUDENT RECOGNIZE OR RECALL INFORMATION.
EXAMPLES- WHAT IS THE MAIN IDEA ………..? DESCRIBE THE…………….?

11 COMPREHENHENSION REQUIRES THAT THE STUDENT TO THINK ON LOW LEBEL SUCH THAT THE KNOWLEDGE CAN BE REPRODUCE OR COMMUNICATED WITHOUT A VERBATIM REPETITION . EXAMPLES- PREDICT THE……..? DITINGUISH BETWEEN…….?

12 APPLICATION REQUIRES THE STUDENT TO SOLVE OR EXPLAIN PROBLEM BY APPLYING WHAT HE OR SHE HAS LEARNED TO OTHER SITUATIONS AND LEARNING TASKS. EXAMPLES- EXAMINE SOMETHING… SOLVE SOMETHING…..

13 ANALYSIS REQUIRES THE STUDENT TO SOLVE A PROBLEM THROUGH THE SYSTEMATIC EXAMINATION OF FACTS OR INFORMATION. EXAMPLES- STUDY PICTURE WHAT FEATURES OF THE LAND ALLOW CULTIVATION . WHICH VEHICLES WOULD MOST LIKELY BE USED TO TRAVEL.

14 SYNTHESIS REQURES THE STUDENT TO FIND A SOLUTION TO A PROBLEM THROUGH THE USE OF ORIGINAL,CREATIVE THINKING. EXAMPLES- IMAGINE SOMETHING…. DESIGN SOMETHING…….

15

16 ANALYSIS

17

18 EVALUATION RQUIRES THE STUDENT TO MAKE AN ASSESMENT OF GOOD OR NOT SO GOOD ACCORDING TO THE SAME STANDERDS . EXAMPLES- INDICATE IN WHAT WAYS THIS IS A BEAUTIFUL POEM. JUDGE SOMETHING….. RATE…..

19 THANK YOU

Download ppt "SEMINAR ON NATURE OF QUESTIONING IN THE CLASSROOM"

Similar presentations

A Focus on Higher-Order Thinking Skills

A Focus on Higher-Order Thinking Skills
HIGHER ORDER THINKING SKILLS

HIGHER ORDER THINKING SKILLS
Problem Solving and Critical Thinking in ELT Problem Solving and Critical Thinking in ELT Awad Al Sheikh, Rasha Dahman & Fida Abu Eid.

Problem Solving and Critical Thinking in ELT Problem Solving and Critical Thinking in ELT Awad Al Sheikh, Rasha Dahman & Fida Abu Eid.
What makes effective questioning? How can you use questioning to differentiate? Questioning.

What makes effective questioning? How can you use questioning to differentiate? Questioning.
Principles of High Quality Assessment

Principles of High Quality Assessment
Bloom’s Taxonomy & Instructional Objectives. Bloom’s Taxonomy In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification.

Bloom’s Taxonomy & Instructional Objectives. Bloom’s Taxonomy In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification.
Writing Instructional Objectives

Writing Instructional Objectives
OF THE COGNITIVE DOMAIN

OF THE COGNITIVE DOMAIN
Formulating objectives, general and specific

Formulating objectives, general and specific
At the end of my physics course, a biology student should be able to…. Michelle Smith University of Maine School of Biology and Ecology Maine Center for.

At the end of my physics course, a biology student should be able to…. Michelle Smith University of Maine School of Biology and Ecology Maine Center for.
Critical Thinking and Argumentation

Critical Thinking and Argumentation
1. Think of a childhood fairytale. 2. Write a question about the fairytale as though you had assigned it as a reading in your class.

1. Think of a childhood fairytale. 2. Write a question about the fairytale as though you had assigned it as a reading in your class.
March 21, 2011 Bassett High School Bloom’s Taxonomy Revised and Revisited.

March 21, 2011 Bassett High School Bloom’s Taxonomy Revised and Revisited.
Www.londongt.org/teachertools Questioning techniques to challenge your students January 2007.

Questioning techniques to challenge your students January 2007.
Educational Psychology and the Learning of Science Bloom’s Taxonomy Involvement in Science Activities.

Educational Psychology and the Learning of Science Bloom’s Taxonomy Involvement in Science Activities.
1. Think of a childhood fairytale. 2. Write a question about the fairytale as though you had assigned it as a reading in your class.

1. Think of a childhood fairytale. 2. Write a question about the fairytale as though you had assigned it as a reading in your class.
Effective Lesson Planning EnhanceEdu. Agenda  Objectives  Lesson Plan  Purpose  Elements of a good lesson plan  Bloom’s Taxonomy – it’s relevance.

Effective Lesson Planning EnhanceEdu. Agenda  Objectives  Lesson Plan  Purpose  Elements of a good lesson plan  Bloom’s Taxonomy – it’s relevance.
T 7.0 Chapter 7: Questioning for Inquiry Chapter 7: Questioning for Inquiry Central concepts:  Questioning stimulates and guides inquiry  Teachers use.

T 7.0 Chapter 7: Questioning for Inquiry Chapter 7: Questioning for Inquiry Central concepts:  Questioning stimulates and guides inquiry  Teachers use.
Teaching Higher-Order Thinking Skills Dr. Yu-Lan Lin Boston Public Schools

Teaching Higher-Order Thinking Skills Dr. Yu-Lan Lin Boston Public Schools
Who is Benjamin Bloom? Bloom developed the “Taxonomy of Cognitive Objectives.” In the 1950’s, the taxonomy was developed by Benjamin Bloom, a professor.

Who is Benjamin Bloom? Bloom developed the “Taxonomy of Cognitive Objectives.” In the 1950’s, the taxonomy was developed by Benjamin Bloom, a professor.

Similar presentations

Ads by Google