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Effective questioning audio
 

Effective questioning audio

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    Effective questioning audio Effective questioning audio Presentation Transcript

    • Effective Questioning
      By: FrancieEstro
      &
      Jonnecia Alford
    • Creating an Accepting Atmosphere
      Ask for questions
      Answer questions
      Answer students questions adequately
      Listen to the question, or to any student comments
      Do not put down the students!!!!
    • Techniques of effective questionings
      Establish an appropriate environment
      Create a climate conducive to learning
      Prepare the students for the questioning session and discussion
      Use both pre-planned and emerging questions
      Use an appropriate variety and mix of questions
      Avoid trick questions and those that require only a YES or NO response.
      Phrase the questions carefully, concisely, and clearly.
      Address questions to the group, versus the individual.
      Select both volunteers and non-volunteers to answer questions.
    • Techniques of Effective Questioning Con’t
      Adapt questions to the needs of the learners
      Use sufficient wait time
      Respond to answers given by students
      Use questions to identify learning objectives for follow-up self-study
      Found at: http://www.uab.edu/uasomume/cdm/questioning.htm
    • Elicit longer, more meaningful and frequent responses from student after an initial response by:
      Maintaining a deliberate silence
      Making a declarative statement
      Making a reflective statement giving a sense of what the students said
      Declaring perplexity over the response
      Inviting elaboration
      Encouraging other students to comment
      Found at: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/effquest.htm
    • What are some things that you can do when asked a question other than directly answering it?
      Repeat the question, paraphrasing it
      Redirect the question
      Ask probingquestions
      Promote a discussion among the students
    • 9 Types Of Teacher Questions
      Found from the chart on page 37
      Of Connecting Mathematical Ideas
    • Gathering information, checking for a method, leading students through a method:
      Wants direct answer, usually wrong or right
      Rehearses known facts or procedures
      Enables students to state facts or procedures
      Example Questions:
      How would you divide ¾ by ½?
      What is the first thing we have to do in this equation?
    • Inserting Terminology
      Once ideas are under discussion, enables correct mathematical language to be used to talk about them
      Example Questions:
      What is this called in mathematics?
      How would we write this correctly mathematically?
    • Exploring mathematical meaning and relationships
      Points to underlying mathematical relationships and meanings
      Makes links between mathematical ideas
      Example Questions:
      Where would x be on a diagram?
      What does the word probability mean?
    • Probing
      Clarifies student thinking
      Enables students to elaborate their thinking for their own benefit and for the class.
      Example Questions:
      Can you explain your idea a little more?
      How did you get that answer?
      Types of probing questions:
      Extension
      Require students to elaborate on the response given to an earlier question. Such questions indicate to the learner that the original response was in the right direction but was not adequate.
      Clarification
      Useful when the student’s response is unclear or incomplete.
      Justification
      Require the learner to provide rationale for the previously-given response. Useful in providing insights into thinking and reasoning processes of students and revealing errors in these processes.
      Prompting
      Useful when students do not respond to the original question
      Redirection
      Used to elicit a variety of opinions during problem-solving sessions or discussions.
    • Generating discussion
      Enables other members of class to contribute and comment on ideas under discussion
      Example Questions:
      Does anyone have any other ideas on how to solve this problem?
      What did you think, Jennifer?
    • Linking and Applying
      Points to relationships among mathematical ideas and mathematics and other areas of study or life
      Example Questions:
      When have you used this outside of the classroom?
      In what other situations could you apply this?
    • Extending thinking
      Extends the situation under discussion, where similar idea may be used
      Example Questions:
      Would this method work if we changed the size of the circle?
      Would this work with different numbers?
    • Orienting and focusing
      Helps students focus on key elements or aspects of the situation in order to enable problem solving
      Example Questions:
      What is the problem asking you?
      What is important about this?
    • Establishing context
      Talks about issues outside of math in order to enable links to be made with mathematics at later points
      Example Questions:
      What is the lottery?
      How old do you have to be to play the lottery?
      Do you consider this to be gambling?
    • Things to avoid while asking questions:
      Asking multiple questions that leave the learner wondering what to answer first.
      When a learner does not answer your open question, it is tempting to provide the answer yourself. Resist the temptation. Rephrase your question instead.
      If you start a conversation with a series of closed questions, you could be setting expectations that you will do all the thinking and talking.
    • Effective questioning brings insight, which fuels curiosity, which cultivates wisdom. - Chip Bell