Art of questioning final


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Art of questioning final

  1. 1.  Even in todays modern educational practices, the art of questioning has remained one of the best tools in promoting effective learning. In fact, questioning continues to be an essential component of good teaching. There are even some people who believe that the effectiveness of a teacher can be measured by his ability to ask good questions. And yet too many teachers take this teaching tool for granted, or use it carelessly.
  2. 2.  The photograph "Coal Breaker Boys" was taken in Kingston, Pennsylvania, between 1890 and 1910. It is available in the American Memory Collection Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920,
  3. 3.  1. Blooms Taxonomy evaluation synthesis analysis application comprehension knowledge
  4. 4. • Wh- words, choose find, define, label, list Knowledge match, spell - recalling facts, terms basic concepts and answers Comprehension • compare, contrast, infer demonstrate, interpret, explain, illustrate, outline- demonstrate understanding of relate,rephrase translate, summarize, show,facts by organizing, comparing, classifytranslating, describing & statingmain ideas Application • apply, build, choose, construct, developSolve problems to new situations interview, make use of, organize plan, select, by applying acquired solve, utilize, model, experiment knowledge, facts, techniques, and rules in a different way.
  5. 5. Analysis •analyze, categorize, classify, compare, contrast, Examine and break information •discover, dissect, divide, examine, inspect,into parts by identifying motives •simplify, survey, take part in, test for, distinguish, or causes. Make inferences and •list, distinction theme, relationships, function, find evidence to support •motive, inference, assumption, conclusion generalizations Synthesis •build , choose, combine, compile , compose ,Compile information together in •construct, create, design, develop, estimatea different way by combiningelements in a new pattern orproposing alternative solutions. Evaluation •Conclude, criticize, decide, determine , evaluate,Present and defend opinions by judge, prove, assess, deduct, perceive, opinion, making judgments about recommend, agreeinformation, validity of ideas, orquality of work based on a set of criteria.
  6. 6.  The photograph "Coal Breaker Boys" was taken in Kingston, Pennsylvania, between 1890 and 1910. It is available in the American Memory Collection Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920,
  7. 7. KnowledgeWhen was this picture taken?Where was this picture taken?ComprehensionWhat is happening in this picture?Why are these boys dressed like this?ApplicationHow would you describe the photograph to others?What caption would you write for this photograph(say, in a newspaper)?
  8. 8. AnalysisWhy are these boys here and not in school?What do you know about their lives based on this photo?SynthesisWhat might these boys say about their work in an interviewsetting?What might they say about their future?EvaluationWhat is the significance of this photo for the time perioddepicted?Compare this photo with one of three boys from today of thesame age. How are their lives similar? How are they different?
  9. 9. 2.Galdon’s Collapsed Categories of TeachingLiteral Critical Inferential Creative
  10. 10.  LITERAL LEVEL COMPREHENSION - Understanding explicitly stated information. - Reading along the lines. Questions ask for: - details - sequence of events - character traits - cause and effect relationships
  11. 11.  INFERENTIAL LEVEL COMPREHENSION › Understanding implicitly stated information. › Reading between the lines. Questions ask for: - conclusions - recognition of hidden meanings - generalizations - translations of old knowledge into new insights
  12. 12.  INFERENTIAL LEVEL COMPREHENSIONExamples: What do you think Angelo should do? What do you think was meant by……? What evidence can you cite for the inference?
  13. 13.  CRITICAL LEVEL COMPREHENSION › Understanding of information so that value judgments can be made. › Reading beyond the lines. Questions ask for: - value of theories - comparison and discrimination between and among ideas - choices and reasoning - judgments
  14. 14.  CRITICAL LEVEL COMPREHENSION Examples: Does the character’s idea make sense? Why? If you were the character, would you do the same thing? Why? Do you think the author chose the best title for this story? Explain. Differentiate fact from opinion? Given the situation, what decision would you make?
  15. 15.  CREATIVE LEVEL COMPREHENSION › Involves making personal responses. › Application of what has been read. › Questions are geared for: › action/ demonstration › use of new methods, concepts into different situations › solving problems and using skills and knowledge in text
  16. 16.  CREATIVE LEVEL COMPREHENSION Examples: › Create a song/ poem/jingle/ rap/ dance that would express how you understand the story. › If you were the author, how would you end the story? › What could be a better title for this story? › Propose a solution to ……. › Organize a plan to……. › Think of some new ways to …… › Write a…..
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