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Chapter 7 questioning

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Chapter 7 questioning Chapter 7 questioning Presentation Transcript

  • Chap 7.
    Effective Questioning
    SCED 570, Fall 2011
  • Questioning: an essential tool
    Strategic questioning: selecting and using specific types of questions.
    Researchers have created a variety of ways to categorize types of questions:
    Bloom’s Taxonomy
    Socratic Questioning
    Productive questions (Martens, 1999)
    Blosser’sQuestion Category System for Science (QCSS, 1973)
  • Bloom’s Taxonomy
    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation
  • Socratic Questioning
    conceptual clarification questions(Why are you saying that? What exactly does this mean? )
    probing assumptions (How can you verify or disprove that assumption? What would happen if ... ? )
    probing rationale, reasons and evidence (What do you think causes ... ? What is the nature of this? )
    questioning viewpoints and perspectives (Why it is ... necessary? Who benefits from this? )
    probe implications and consequences (What are the implications of ... ? How does ... affect ... ? )
    questions about the question (Why do you think I asked this question?What does that mean? )
    From http://changingminds.org/techniques/questioning/socratic_questions.htm
  • QCSS (Blosser, 1973)
    Closed Questions
    Memory
    Convergent thinking
    Open (open-ended) Questions
    Evaluative
    Divergent thinking
    Managerial
    Rhetoricalhttp://www.narst.org/publications/research/question.cfm
  • Types of Questions
    Research reveals a high frequency of basic questioning in the classroom:
    Rhetorical – “Are we all here?”
    “Read-it-and-repeat-it”
    Lower level thinking without further development
    More open-ended questions:
    More thoughtful responses
    Stimulate discussion
  • Inquiry & Questioning
    Questioning can lead to deeper inquiry experiences. “feedback loop”
    1- Teachers ask questions to elicit levels of student understanding
    2- Students respond- orally, diagram, drawings
    3- Teachers recognize and acknowledge student responses.
    4- Teachers provide scaffolds to improve learning and understanding.
  • Inquiry & Questioning
    5-E Model Table 7-1 (p. 188)Engage- Initiate InquiryExplore- Guide Discussions of ObservationsExplain- Guide Discussions of ExplanationsElaborate- Guide Discussions of Applications to New Situations
    Questions to promote inquiry
    http://tlc.ousd.k12.ca.us/~acody/inquiryquery.html
  • Respond to students (Table 7-2 p.195)
    Accept student responses
    Acknowledge, reinforce, repeat
    Establish safe learning environment
    Extend student responses
    Build on, compare, apply, summarize
    Probe student responses
    Go beyond superficial responses
    Build on ideas, clarify, justify, verify
  • Final thoughts
    Questions need to serve a purpose and reflect a genuine intent to promote learning.
    Wait time supports processing, increases participation, positive for students.
    Fade teachers’ questioning support; develop students’ metacognition
    Broaden questioning repertoire
    Support critical thinking skills
    Support inquiry in the science classroom