Chap 7.<br />Effective Questioning <br />SCED 570, Fall 2011<br />
Questioning: an essential tool<br />Strategic questioning: selecting and using specific types of questions. <br />Researchers have created a variety of ways to categorize types of questions:<br />Bloom’s Taxonomy<br />Socratic Questioning<br />Productive questions (Martens, 1999)<br />Blosser’sQuestion Category System for Science (QCSS, 1973)<br />
Socratic Questioning<br />conceptual clarification questions(Why are you saying that? What exactly does this mean? )<br />probing assumptions (How can you verify or disprove that assumption? What would happen if ... ? )<br />probing rationale, reasons and evidence (What do you think causes ... ? What is the nature of this? )<br />questioning viewpoints and perspectives (Why it is ... necessary? Who benefits from this? )<br />probe implications and consequences (What are the implications of ... ? How does ... affect ... ? )<br />questions about the question (Why do you think I asked this question?What does that mean? )<br />From http://changingminds.org/techniques/questioning/socratic_questions.htm<br />
Types of Questions<br />Research reveals a high frequency of basic questioning in the classroom:<br />Rhetorical – “Are we all here?”<br />“Read-it-and-repeat-it”<br />Lower level thinking without further development<br />More open-ended questions:<br />More thoughtful responses<br />Stimulate discussion <br />
Inquiry & Questioning<br />Questioning can lead to deeper inquiry experiences. “feedback loop”<br />1- Teachers ask questions to elicit levels of student understanding<br />2- Students respond- orally, diagram, drawings<br />3- Teachers recognize and acknowledge student responses.<br />4- Teachers provide scaffolds to improve learning and understanding.<br />
Inquiry & Questioning<br />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<br />Questions to promote inquiry <br />http://tlc.ousd.k12.ca.us/~acody/inquiryquery.html<br />
Final thoughts<br />Questions need to serve a purpose and reflect a genuine intent to promote learning.<br />Wait time supports processing, increases participation, positive for students.<br />Fade teachers’ questioning support; develop students’ metacognition<br />Broaden questioning repertoire <br />Support critical thinking skills<br />Support inquiry in the science classroom<br />
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