Effective Questioning
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This document discusses effective questioning techniques for teachers. It outlines objectives of developing teachers' self-awareness of their questioning, identifying features of good questioning, and enhancing planning and professional development related to questioning. It describes different types of questions and their purposes. It emphasizes that questioning is important for student learning and progress, and explores strategies for making effective use of questioning in the classroom.
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Effective Questioning
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
What makes effective questioning?
1. Effective questioning is a key part of the teaching and learning process and helps draw students into the learning.
2. Research shows more effective teachers ask more higher-order questions that require thinking compared to less effective teachers.
3. There are different types of questions teachers can ask from lower-order recall questions to higher-order questions that require analysis, evaluation and creative thinking.
Art of Questioning
Skillful questioning is one of the best teaching tools for promoting effective learning, as questioning remains an essential component of good teaching. While questioning takes many years of experience to master, teachers typically ask between 300-400 questions per day. Effective questioning involves understanding different question types and techniques, as well as properly handling student responses, with the goal of managing behavior, assessing knowledge, stimulating interest, structuring learning activities, and identifying learning difficulties.
Presentation on questioning
Presentation on questioningJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
The document provides an outline for a presentation on questioning. It discusses defining questioning, types of questions including open, closed, specific, probing, hypothetical, and reflective questions. The importance of questioning in teaching and learning is explained as a way to encourage discussion, arouse interest, maintain learning, summarize major points, reinforce learning, stimulate students' questioning skills, review and re-teach, and assess teaching and learning. Effective questioning techniques include encouraging student questions, considering all questions, using "APPLE" which stands for Ask, Pause, Pounce, Listen, and Echo, and keeping questions clear, thought-provoking, and properly directed. The document also differentiates between good questions that are clearly stated using commonReflective teaching
Reflective teaching involves self-observation and evaluation by teachers to improve their practice. It is a cyclical process of teaching, self-assessing the impact on student learning, considering new teaching approaches, implementing them, and repeating. Key characteristics of reflective teachers are open-mindedness, responsibility, wholeheartedness, self-awareness, patience, experimentation, and seeking feedback. Reflective teachers are curious about their work, reflect on experiences, develop experience-based theories, test them in practice, and contribute to knowledge development through understanding their strengths and limitations.
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The document discusses the art of questioning in teaching and learning. It provides information on different types of questions, levels of questioning based on Bloom's taxonomy, principles of effective questioning, and purposes of asking questions. Good questioning is presented as an excellent teaching tool that challenges higher-order thinking but is often underutilized. The key points are that the quality of a teacher's questions affects the quality of thinking in the classroom, and questioning should target a variety of cognitive levels from basic recall to evaluation and synthesis.
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Effective feedback should focus on the learning intentions and success criteria, be timely, and provide guidance for improvement. Descriptive feedback is most useful, describing what the student did and how to improve, rather than evaluative feedback involving judgment. Descriptive feedback can take the form of reminders, scaffolds, or examples. When providing written feedback, teachers should check that students understand the feedback and ask them to restate it. Research shows that only comments without grades lead to improvement, as grades cancel out the benefits of comments. Feedback should highlight a few successes and one area for improvement, and allow students to act on the feedback.
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Effective Questioning
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
What makes effective questioning?
1. Effective questioning is a key part of the teaching and learning process and helps draw students into the learning.
2. Research shows more effective teachers ask more higher-order questions that require thinking compared to less effective teachers.
3. There are different types of questions teachers can ask from lower-order recall questions to higher-order questions that require analysis, evaluation and creative thinking.
Art of Questioning
Skillful questioning is one of the best teaching tools for promoting effective learning, as questioning remains an essential component of good teaching. While questioning takes many years of experience to master, teachers typically ask between 300-400 questions per day. Effective questioning involves understanding different question types and techniques, as well as properly handling student responses, with the goal of managing behavior, assessing knowledge, stimulating interest, structuring learning activities, and identifying learning difficulties.
Presentation on questioning
Presentation on questioningJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
The document provides an outline for a presentation on questioning. It discusses defining questioning, types of questions including open, closed, specific, probing, hypothetical, and reflective questions. The importance of questioning in teaching and learning is explained as a way to encourage discussion, arouse interest, maintain learning, summarize major points, reinforce learning, stimulate students' questioning skills, review and re-teach, and assess teaching and learning. Effective questioning techniques include encouraging student questions, considering all questions, using "APPLE" which stands for Ask, Pause, Pounce, Listen, and Echo, and keeping questions clear, thought-provoking, and properly directed. The document also differentiates between good questions that are clearly stated using commonReflective teaching
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The document discusses the art of questioning in teaching and learning. It provides information on different types of questions, levels of questioning based on Bloom's taxonomy, principles of effective questioning, and purposes of asking questions. Good questioning is presented as an excellent teaching tool that challenges higher-order thinking but is often underutilized. The key points are that the quality of a teacher's questions affects the quality of thinking in the classroom, and questioning should target a variety of cognitive levels from basic recall to evaluation and synthesis.
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"The power of questioning is the basis of all human progress"
Is is rightly said, "Judge a man by his questions rather than by his answers".
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Formative assessment includes activities that provide teachers and students with diagnostic information to adapt teaching and learning, such as teacher observation, classroom discussion, and analysis of student work. Assessments become formative when the information is used to meet student needs. The document outlines best practices for formative assessment, including determining the assessment purpose, creating rubrics, choosing formal or informal assessment activities, and monitoring feedback.
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To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
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This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
TheArtofQuestioning2013.ppt
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for student interaction, challenging students, and allowing teachers to assess learning. There are different types of questions that serve different purposes, from lower-order questions testing basic knowledge to higher-order questions promoting analysis, evaluation and creative thinking. Teachers must aim to ask a variety of effective questions and avoid common pitfalls like only asking simple factual questions.
The Art of Questioning Using SOLO Taxonomy
Questioning is one of the most important skills that a teacher must have in order to translate or decode those that are written in the books into a meaningful learning experience. It is skill that will illicit learners to think deeper and enhance their reasoning abilities. Thus, asking questions should not just be mere questioning it must a form a question that will allow the learners think out of the box answers and make meaning of their learning. Hence questions shout be HOTS or those questions that will enable learners higher order thinking skills. because the way to assimilate knowledge through allowing learners to connect the knowledge they have learned in the classroom into meaningful learning experiences that they may apply in the real world. Because learning must be directed towards holistic development of the child, it should allow him to develop a decision-making skill by way of developing his way of thinking, giving questions that will allow him to think deeper and give answers that will be more than the expected response to the problem.
TheArtofQuestioning2013.ppt
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for interaction, challenging students, and assessing learning. There are different types of questions like open-ended, closed, higher-order thinking questions. Effective questioning should reinforce objectives, engage students, and promote reasoning. Teachers must evaluate if their questions promote higher-order thinking skills.
TheArtofQuestioning2013.ppt
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for student interaction, challenging students, and allowing teachers to assess learning. There are different types of questions that serve different purposes, from lower-order questions testing basic knowledge to higher-order questions promoting analysis, evaluation and creative thinking. Teachers must aim to include a variety of question types and avoid common pitfalls to make questioning an effective teaching strategy.
Questioning Skills (3).pptx
The document provides guidelines for effective questioning at different stages of a lesson - pre, middle, and post assessment. It discusses types of questions like open-ended, closed-ended, funnel, probing, and leading questions. The guidelines emphasize preparing a list of questions aligned to learning objectives for each assessment stage. Questions should move from easier to more difficult, involve all students, and promote higher-order thinking. Teachers should provide feedback and acknowledge student responses.
Questioning canons 14th nov 2018 ba
This document discusses effective questioning techniques for teachers. It makes several key points:
- Teachers ask over 400 questions per day on average to engage students and assess learning. However, many teachers only wait 0.9 seconds for a response, which is not enough time for deep thinking.
- Questions should promote higher-order thinking like speculation, imagination and creative thinking. Teachers must plan questions in advance and consider how to target different students.
- Common questioning frameworks discussed include the "5Ws and H" to gather basic facts, DEAL for science to describe, explain, analyze and link concepts, and adding "In What Way Might" to take questions to a higher level of thinking.
- Sufficient thinking
Handout -critical_thinking_-_teaching_methods_and_strategies (1)
The document discusses methods for teaching critical thinking skills in the classroom. It recommends using lesson plans that anticipate, build, and consolidate knowledge. Teachers should ask high-order questions that require applying concepts rather than just recalling facts. An effective classroom environment models thinking, challenges students to think independently, and uses techniques like cooperative learning. The goal is to encourage students to ask questions, apply what they learn, and debate ideas rather than just memorizing information.
Ask Questions 02
The document provides tips and guidelines for leading effective classroom discussions, including asking questions. It discusses that questioning is a common teaching method but most questions only require recall. Higher-level questions that promote critical thinking yield better responses. Developing cognitive conflict and inquiry skills in students can improve discussions. Teachers should plan questions in advance, allow wait time, and use probing follow up questions to further student thinking.
THE ART OF QUESTIONING.ppt
This document discusses the importance and techniques of questioning in teaching. It begins by outlining the objectives of developing varied questions under Bloom's cognitive domains and acquiring questioning techniques. It then provides examples of questions to ask before, during, and after instruction to motivate students, assess understanding, and have them relate concepts. The document also discusses characteristics of good questions and techniques for handling student responses and questions. It emphasizes creating clear, thought-provoking questions and encouraging rather than criticizing students. Overall, the document promotes using questioning strategically to enhance the teaching and learning process.
7-A-Review-on-Principles-of-Teaching.ppt
This document discusses principles of effective teaching. It provides guidance on creating a positive learning environment, checking student attendance efficiently, answering student questions, motivating students, asking effective questions, and using different teaching approaches like process-based and inquiry-based learning. Some key recommendations include encouraging participation, preparing a seating chart, admitting when you don't know an answer, varying activities to prevent boredom, and allowing students to pursue their own questions through guided experiments and observations.
From good to outstanding teaching at St Nicholas!
This is a useful presentation for staff to be able to come back to, to remind them about our learning on 25th October 2013.
Postgraduates who teach
This document outlines an introductory training session for postgraduate students on teaching skills, which covers understanding student learning, effective small group teaching techniques, questioning strategies, planning sessions, providing feedback, and reviewing one's own teaching practice. The training aims to help participants understand their roles and responsibilities as tutors and apply principles of learning and teaching to improve their instructional skills. Upon completion, participants can choose to pursue a formal postgraduate teaching accreditation through a series of additional workshops and portfolio requirements.
4 skills coursebook
a coursebook for learning how to teach English. Covers the 4 skills. More info and get here - http://eflclassroom.com/store/products/4-skills-book/
Effective questioning
The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly.
Effective questioning audio
The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly.
Effective Questioning (The Real One)
The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly without allowing students to respond.
Powerful Learning Presentation
The document discusses the Powerful Learning Process (PLP) used at Red Beach School to promote deep learning and thinking. It provides context on how the PLP was developed and embedded in the school's vision and teaching practices. Key aspects of the PLP include using a learning hub to reflect on and make sense of new information, embedding different thinking skills and strategies, and supporting learners' development through student self-assessment and teacher pedagogy.
Assessment For Learning Presentation
This document provides information about assessment for learning (AFL). It begins by stating the objectives of the session are to understand what AFL is and isn't, recognize its importance in helping pupils develop, and share ideas for good practice. It then discusses Dylan William's research on improving teaching and learning. Key aspects of AFL covered include using assessment to raise achievement, understanding learning aims, and closing knowledge gaps. Examples of what AFL looks like in the classroom are shown, and the importance of data, marking, review, and questioning for AFL is discussed.
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Effective Questioning
- 3. Some functions of questions Questions Make children think Test recall of knowledge Rouse curiosity and interest Elicit views, feelings Focus attention Stimulate interest Reflect on learning Improve confidence Check understanding Revise learning Diagnose difficulties Lead on to new learning
- 6. What can you do ? Questioning strategies for teachers and pupils
- 7. What can we do make effective use of the questioning process? Some ideas……
- 9. 1 or 2 possible answers Think inwards What is the solution to x + 4= 10? Closed question
- 10. A thin answer Just one thought How many chambers are in the heart? .. Skinny questions
- 11. many possibilities Think outwards How could this picture be interpreted? Open question
- 12. A fat answer Lots of thinking What is the purpose of a shot reverse shot? FAT QUESTIONS
- 13. Questions are for learning Be aware that the wrong question can inhibit and prevent learning
- 15. Asking a question Or knowing an answer
- 16. Why we stop asking questions We associate intelligence with knowing the answer not asking the question
- 17. An answer is what you have left on the road behind you A question points to a new an exciting destination
- 18. Einstein's Mum used to say …. What questions have you asked today?