effectivequestioning-100724083214-phpapp02-120906210825-phpapp02.pptx

8/9/2019 effectivequestioning-100724083214-phpapp02-120906210825-phpapp02.pptx

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%he kind of questions we ask determinethe level of thinking we develop$ 0ow levelquestions demand low level responses$

%hey require responses of the simple recall

or memory type of answers$

12amples: What was the temperaturerange yesterday? What insect transmits

dengue fever? What part of a plant servesas its factory?


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!n teaching, it takes the form of apro&lem at the start of a n investigation orquery a&out a current issue such as time orclassroom management$ !t is a statement that

demands an e2planation, a purpose or anargument$ " daily lesson seldom without evena single question$ !t is the question, stated inany form that unlocks thinking$ Hence, it is

integral in the teaching practice$


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For Assessing Cognition

%his type of question is used to determinedone4s knowledge in understanding$ %hey

promote high level thinking$ 5ivergentquestions and open3ended inquiries call foranalysis and evaluation$ 12ample: what islikely to happen if the o6one layer of the

atmosphere continues to deteriorate soundheard louder when under water than out of it$


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For Verication

!t determines the e2actness or accuracy

of the result of an activity or performance$12ample: was the weight of liquid displacee2actly the same as the weight of theo&7ect immersed in it? Why is lightning

seen &efore the thunder is heard?


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For Creative Thinking

!t pro&es into one4s originality$ 12ample:

how will you present the layers of the earth toyour class? )imulate the eruption of .t$.ayon$ %he question may ask for pupils ownideas or new ways of doing things$ 12ample:

how can you demonstrate soil3less gardening?


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For Evaluating

!t elicit responses that include 7udgment,value and choice$ !t also asks personal opinion

a&out an event, a policy or a person$ 12ample:was your teachers slide presentation welldone?


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For Productive Thinking

!t includes cognitive reasoning$ !t analyses

facts, recogni6es patterns or trends andinvokes memory and recall$ 12ample: why wasour fourth secretary of the department ofagriculture successful with the small

landowners? How can we apply the law ofconservation of energy?


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For Motivating

efore discussing the lessons, a num&er ofquestions a&out the topic can serve to arouse

their interest and focus attention$ !n attemptsto put students in the right mood$ 12ample:would you like to know how your favorite 8owercan remain fresh longer? 5id you ever train a

pet?


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For nstructing

%he questions asks for useful information$ !tdirects, guides and advise on what and how todo an activity$ 12ample: what are the steps inperforming an e2periment?


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"s to level, question can either &elowor higher level$


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!o" level Questions

%hey include memory questions or those that

require simple recall$ 12ample: 5e#ne energy$)tate the #rst 0aw of .otion$


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Questioning %kills9lass interaction is dependent on your

questioning skills$ What skills should youacquire to generate interaction among yourstudent?


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• arying type of question ; ask convergent,

divergent and evaluating question$9onvergent questions 9onvergent questionshave only one accepta&le correct answer$ "ne2ample is what is the process of food

manucfacture that takes place in plantcalled?- 5ivergent question are open andmay have more than accepta&le answer$12ample: how can the government most

eectively enforce law against waterpollution?- an evaluate question requires

7udgement concerning the su&7ect focus$12ample: What is your evaluation of ourmanner of election in the country?


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• 9all in non3volunteers ; 5on4t 7ust call onthose who raise their hands$

•

=ephrasing 3 if you sense a questionwas not understood, simplify it or ask itin another way$

• )equencing logically3 it is asking relatedquestions one from simple to comple2 one

after another$


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• =equiring a&stract thinking3 %his meansgoing &eyond simple recall questions$12amples of questions that require a&stractthinking is What meaning can you derivefrom the data presented in the graph? Whatgenerali6ation can you draw from the data

presented?


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• "sking open3ended questions3 this

means asking divergent questions to develophigher3 order thinking skills$

• "llowing for su>cient wait time3 Wait

time refers to the pause needed &y theteachers after asking a question$ %his isthe time when she waits for an answer$ "num&er of things to consider are: a$ the

level of di>culty of the questions, &$ thetype of response required, c$ the&ackground knowledge of therespondents and d$ the intellectual

a&ility of the respondents$


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cient wait time can achieve the

following:

D.otivates slow thinking students torespond

D!mproves the quality of the responsesmade

D5ecreases the amount of guessing orwrong

inferences

D!ncreases the num&er of correct


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D0eads the teacher to vary her questions

D


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• "ssessing comprehension3 ask questions

to test comprehension$ Eow and then #nd outif your students are with you$

• !nvolving as many as possi&le3distri&ute your questions to as manystudents$ Widen participation$ 5on4t 7ustcall on students on students who raise

their hands$ y their facial e2pressions,you can sense who among your studentswould like to recite$


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to i&prove Questioning Techni'ue

%he following are some points to consider toimprove one4s questioning technique$


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now your own style of questioning

• =equest a colleague to critique your own style asto: a$ kind of questions often

asked, &$ the type of responses required$ nowingyour errors in questioning would make it easy to

eect the necessary changes$ %oo many what-questions will &e avoided$• !ncrease your own repertoire of type questions$

%raining on employing divergent, high level and open3ended questions improves your questioning

technique$ Fully aware of the instructional o&7ectivesset for a particular lesson, you would &e a&le toframe more interesting and thought3provokingquestions rather than the memory type$


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• 9onsider the individual a&ilities and interest of thestudents$ 12periencing success in giving correctsanswers promotes a feeling of con#dence among them$)elect the &righter ones to respond to high level

questions$ "n approving nod, a smile or praise for ananswer given will encourage them to volunteer ownideas$

• )pend time re8ecting on the type of questions you

ask$ !mprove on them$


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9hildren are &y nature curious$ %hey thinkquestion a&out almost anything they see andhear around them$ %hey ask casual, intelligentand even funny questions$ Eeil


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%he teacher4s reaction to their inquisitiveness canmotivate or discourage them from asking more

question$ )ome may give honest answer, others mayinstantly stop them from attempting to ask more$How can we encourage children to ask question?Here are some tips:

B %he teacher4s questioning technique is thekey in encouraging students to ask correct,relevant and high level question$ Herquestion can serve as a good e2amples$

* "ttend to their question$ "void dismissingirrelevant questions$ "ssist in clarifying orrefocusing in order to solicit correctresponses$


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