This document discusses effective questioning techniques for instructors. It presents a taxonomy for classifying questions into four types based on their cognitive complexity and structure: lower-level convergent, higher-level convergent, lower-level divergent, and higher-level divergent. Lower-level questions emphasize recall and memorization while higher-level questions require more reasoning, analysis, and creative thinking. Convergent questions have defined answers while divergent questions are more open-ended. The taxonomy is intended to help instructors recognize how to structure more complex, thought-provoking questions that enhance student learning beyond simple recall of facts.
This document discusses the revised Bloom's taxonomy, which is a classification of levels of thinking and cognitive skills. It was revised to change noun categories to verbs to better reflect thinking as an active process. The categories were also reorganized, with knowledge changed to remembering and comprehension to understanding. Questioning techniques are discussed for each level of thinking. The revised taxonomy is intended to help with writing learning objectives, planning curriculum, and aligning objectives, activities and assessments. It provides a systematic framework for thinking and learning.
The document summarizes several theories of learning, including:
- Classical conditioning, where a stimulus acquires the ability to elicit a response through association. Pioneered by Ivan Pavlov.
- Operant conditioning, where behavior is shaped by consequences. Introduced by B.F. Skinner.
- Social learning theory, which explains how people learn through observation and modeling others. Proposed by Albert Bandura.
- Cognitive learning theories including assimilation theory and schema theory.
It discuss about Blooms Taxonomy in details. It explains on Benjamin SAMUEL Bloom's contribution, introduction about bloom, what is bloom's taxonomy, definition, purpose, classification - cognitive domain, affective domain, psychomotor domain's components with examples. Then Bloom’s Revised Taxonomy (2001) , educational implications, benefits and conclusion.
This document provides an overview of literacy instruction for early readers. It discusses the importance of knowing literacy learners through assessments to understand their reading abilities and motivation. Effective literacy environments include selecting texts at an appropriate level using a literacy matrix, as well as lessons incorporating interactive, critical, and response perspectives. The interactive perspective teaches strategic reading, while the critical perspective examines multiple viewpoints and the response perspective allows personal reactions. Overall, the presentation emphasizes using a variety of assessments and instructional strategies to engage students as developing readers.
The document discusses Benjamin Bloom's taxonomy of educational domains, which identifies three categories of learning: cognitive, affective, and psychomotor. The cognitive domain involves the development of intellectual skills and knowledge. It has six categories progressing from simple recall to complex evaluation. The affective domain deals with feelings, attitudes, and values, with five categories from awareness to organization. The psychomotor domain involves manual and physical skills, but Bloom's group did not elaborate on this domain. The taxonomy aims to describe the goals and progression of the learning process.
Bloom's Taxonomy is a theory that identifies six levels of cognitive complexity, from simple recall or comprehension to more complex levels of critical thinking and problem solving. It provides educators a framework for developing learning objectives and questions that stimulate higher-order thinking skills. The taxonomy is not a hierarchy - students need the lower-level skills before advancing to higher levels of analysis, synthesis, and evaluation. Asking questions at different cognitive levels helps students practice more complex thinking.
The document discusses Bloom's Taxonomy, which is a system for classifying educational objectives. Bloom's Taxonomy divides educational objectives into three domains: the cognitive domain (knowledge), affective domain (feelings), and psychomotor domain (skills). Within the cognitive domain, the taxonomy further categorizes objectives into six levels - knowledge, comprehension, application, analysis, synthesis, and evaluation - moving from basic recall to more complex thinking skills. The document provides details on the objectives and verbs associated with each level of Bloom's Taxonomy, particularly within the cognitive domain.
Why are Assessments in Indonesia are directed tothe Higher Order Thinking Skills (HOTS)?
First: Internal & External Challenge
Internal Challenge:
8 (eight) National Education Standards including management standards, cost standards, infrastructure standards, educator standards and education personnel, content standards, process standards, assessment standards, and graduate competency standards.
External Challenge:
Environment, Technology and Information, Creative Industries and International Education Development...etc
This document discusses the revised Bloom's taxonomy, which is a classification of levels of thinking and cognitive skills. It was revised to change noun categories to verbs to better reflect thinking as an active process. The categories were also reorganized, with knowledge changed to remembering and comprehension to understanding. Questioning techniques are discussed for each level of thinking. The revised taxonomy is intended to help with writing learning objectives, planning curriculum, and aligning objectives, activities and assessments. It provides a systematic framework for thinking and learning.
The document summarizes several theories of learning, including:
- Classical conditioning, where a stimulus acquires the ability to elicit a response through association. Pioneered by Ivan Pavlov.
- Operant conditioning, where behavior is shaped by consequences. Introduced by B.F. Skinner.
- Social learning theory, which explains how people learn through observation and modeling others. Proposed by Albert Bandura.
- Cognitive learning theories including assimilation theory and schema theory.
It discuss about Blooms Taxonomy in details. It explains on Benjamin SAMUEL Bloom's contribution, introduction about bloom, what is bloom's taxonomy, definition, purpose, classification - cognitive domain, affective domain, psychomotor domain's components with examples. Then Bloom’s Revised Taxonomy (2001) , educational implications, benefits and conclusion.
This document provides an overview of literacy instruction for early readers. It discusses the importance of knowing literacy learners through assessments to understand their reading abilities and motivation. Effective literacy environments include selecting texts at an appropriate level using a literacy matrix, as well as lessons incorporating interactive, critical, and response perspectives. The interactive perspective teaches strategic reading, while the critical perspective examines multiple viewpoints and the response perspective allows personal reactions. Overall, the presentation emphasizes using a variety of assessments and instructional strategies to engage students as developing readers.
The document discusses Benjamin Bloom's taxonomy of educational domains, which identifies three categories of learning: cognitive, affective, and psychomotor. The cognitive domain involves the development of intellectual skills and knowledge. It has six categories progressing from simple recall to complex evaluation. The affective domain deals with feelings, attitudes, and values, with five categories from awareness to organization. The psychomotor domain involves manual and physical skills, but Bloom's group did not elaborate on this domain. The taxonomy aims to describe the goals and progression of the learning process.
Bloom's Taxonomy is a theory that identifies six levels of cognitive complexity, from simple recall or comprehension to more complex levels of critical thinking and problem solving. It provides educators a framework for developing learning objectives and questions that stimulate higher-order thinking skills. The taxonomy is not a hierarchy - students need the lower-level skills before advancing to higher levels of analysis, synthesis, and evaluation. Asking questions at different cognitive levels helps students practice more complex thinking.
The document discusses Bloom's Taxonomy, which is a system for classifying educational objectives. Bloom's Taxonomy divides educational objectives into three domains: the cognitive domain (knowledge), affective domain (feelings), and psychomotor domain (skills). Within the cognitive domain, the taxonomy further categorizes objectives into six levels - knowledge, comprehension, application, analysis, synthesis, and evaluation - moving from basic recall to more complex thinking skills. The document provides details on the objectives and verbs associated with each level of Bloom's Taxonomy, particularly within the cognitive domain.
Why are Assessments in Indonesia are directed tothe Higher Order Thinking Skills (HOTS)?
First: Internal & External Challenge
Internal Challenge:
8 (eight) National Education Standards including management standards, cost standards, infrastructure standards, educator standards and education personnel, content standards, process standards, assessment standards, and graduate competency standards.
External Challenge:
Environment, Technology and Information, Creative Industries and International Education Development...etc
This document provides an overview of educational technology paradigms and theories from the 1970s to today. It discusses behaviorism and how it influenced early educational technologies like teaching machines, programmed instruction, and computer-assisted instruction. It then covers cognitivism and how it led to a focus on understanding internal mental processes and learning theories like information processing theory and schema theory. Next, it discusses constructivism and social constructivist views of learning as knowledge constructed by learners through experiences and social interactions. It provides examples of how each paradigm influenced educational technology strategies and facilitated learning.
The document introduces the SOLO (Structure of Observed Learning Outcomes) taxonomy, which was developed by Biggs and Collis to describe different levels of understanding. SOLO identifies five hierarchical stages of understanding - prestructural, unistructural, multistructural, relational, and extended abstract. These stages can be used to differentiate curriculum, scaffold higher-order thinking, and provide cognitive challenges for learners. The document provides examples of question types that target each SOLO level and explains how SOLO can be used as a metacognitive tool by teachers and students.
The document provides strategies and information for teaching content area reading to middle school students. It outlines the purpose of teaching reading strategies which is to help students learn and apply skills like previewing text, activating prior knowledge, acquiring vocabulary, organizing information, and self-monitoring comprehension. The document then lists and describes specific strategies for teachers to use, such as previewing text, using graphic organizers, developing vocabulary, and reciprocal teaching. It also defines common reading terms and provides a framework and overview of the reading process to help teachers structure lessons and assessments.
This document discusses concept formation strategy as a teaching method. It defines concept formation as a classification activity where students observe item characteristics to group them. The purpose is for students to carefully examine objects/actions/processes and think of a method to classify them. The process involves dividing students into groups, providing items to classify, having groups organize items and explain their rationale. Examples of concept formation in teaching civic responsibility are also provided. Different instructional strategies for concept formation are outlined, including direct, interactive, and indirect methods.
The document summarizes Benjamin Bloom's Taxonomy of Learning Domains, which identifies three main domains of educational activities: Cognitive (mental skills/knowledge), Affective (growth in feelings/attitudes), and Psychomotor (manual/physical skills). It provides details on the hierarchical subdivisions within each domain, ranging from basic/simple behaviors and skills to more complex ones. The cognitive domain includes categories like knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving phenomena, responding, valuing, organization, and internalizing values. The psychomotor domain includes categories like perception, set, guided response, mechanism, complex overt response, adaptation, and origination.
A case study of problem solving- Akram Jabar NajimAkramEnglish
1. The document summarizes a case study that explored the problem-solving strategies used by undergraduate science students in a chemistry problem-based learning task. Through observations and interviews, most students displayed novice-like problem-solving strategies and surface learning approaches. However, one group showed more expert-like problem-solving coupled with deep learning, and successfully solved the problem.
2. The study found students relied heavily on the internet for information. Students also recognized benefits of group work and social aspects of learning.
3. The implications are that teaching staff need to carefully scaffold problem-based tasks and provide opportunities for collaborative work and skill development, to help students fully benefit from more student-centered approaches like problem-based learning
This document discusses critical thinking skills and their importance in mathematics education. It makes three key points:
1) Critical thinking is a learned skill that requires instruction and practice. Mathematics instructors can enhance students' critical thinking by using active learning strategies, focusing on the learning process over content, and using assessments that challenge students intellectually rather than just testing memorization.
2) Several barriers like lack of training, limited resources, and time constraints can impede critical thinking instruction. However, engaging students in projects and collaboration while modeling thinking can still develop their critical thinking.
3) Critical thinking involves skills like identifying problems, analyzing options, and self-correcting - skills instructors must model and guide students in developing
This document summarizes key principles for selecting and organizing content for teaching. It discusses:
1. Guiding principles for selection including validity, significance, balance, interest, and feasibility. Content should meet standards, interests, developmental levels, and be comprehensive but not superficial.
2. Cognitive content includes facts, concepts, principles, theories and laws. It emphasizes conceptual understanding over isolated facts. Subject matter also includes skills and affective elements.
3. Skills involve thinking, such as critical and creative thinking, and problem solving. Affective elements refer to teaching values and attitudes through modeling good behavior and reinforcing it, in addition to the cognitive explanation of values.
Colleagues: this is a short slide presentation based on a 14-page paper on my findings related to the description, context and influence of Bloom's Taxonomy on education (November, 2016 / EDDE803 / Athabasca University / EdD).
This document provides an overview of various theories of learning, including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It defines learning and examines key aspects of each theory, such as behaviorist concepts of classical and operant conditioning, cognitivist ideas of discovery learning and meaningful verbal learning, and constructivist notions of knowledge construction and social learning. The document also discusses applications of each theory for classroom instruction and potential critiques.
This document provides an overview of various theories of learning, including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It defines learning and examines key aspects of each theory, such as behaviorist concepts of classical and operant conditioning, cognitivist ideas of discovery learning and meaningful verbal learning, and constructivist notions of knowledge construction and social learning. The document also discusses applications of each theory for classroom instruction and potential critiques.
The document discusses Bloom's Taxonomy, which is a classification of learning objectives within the cognitive domain of learning. It describes the six levels of the taxonomy - knowledge, comprehension, application, analysis, synthesis, and evaluation - and provides verbs commonly associated with writing objectives for each level. The taxonomy aims to classify educational goals from less complex to more complex learning. The document also briefly covers other domains of learning - affective and psychomotor - and their associated taxonomies.
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". He studied how learning objectives relate to instructional design. Gagné identified 9 types or levels of learning - signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, problem solving, and attitudes. Each type of learning requires different instructional events and conditions to be effectively taught.
The document discusses aims, goals, objectives, taxonomies, and domains for classifying educational goals and objectives. It provides definitions and examples of aims, goals, and objectives, with objectives being the most specific and measurable. It also describes Bloom's Taxonomy for classifying cognitive objectives according to complexity of skills from basic recall to evaluation. Additionally, it outlines the affective domain involving attitudes and values, and psychomotor domain involving physical skills.
This document summarizes best practices and tools for teaching in multilingual classrooms. It discusses both general tools like considering learning environments and emotions, as well as specific tools such as note-taking, summarizing, questioning techniques, and cooperative learning. Both general and specific tools can become second nature for effective teachers. The document recommends choosing one unfamiliar tool to apply in teaching, such as using organizers, reinforcing effort, or providing feedback.
Chapter 5 Cognitive, Psychomotor and Affective Domains of Objectives as Basis...almera352
The document discusses domains of objectives that can be used to construct teacher-made tests. It describes the cognitive, psychomotor, and affective domains. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The psychomotor domain includes perception, set readiness, guided response, mechanism, complex overt response, adaptation, and origination. The affective domain includes receiving, responding, valuing, organizing values, and characterization by values. Sample behavioral terms and objectives are provided for each domain to illustrate how they can be used to develop test questions that assess students' learning.
Teacher-student Relationships: The Meaning of Teachers' Experience Working wi...Mastura Kamal
This document summarizes a study that used phenomenological interviews to understand the meanings that teachers constructed when describing their relationships with underachieving students in South Africa, Russia, and the United States. The study found that positive teacher-student relationships were important for student achievement and that qualitative research was needed to better understand these relationships from the teacher's perspective. Interviews with 25 educators from the three countries revealed that building relationships with students was a fundamental part of the teaching experience. The interviews were analyzed to identify common themes and a "ground theme" representing the overall meaning of working with underachieving students from the teacher's point of view.
This document discusses questioning techniques used in education. It defines questioning as a process that stimulates responses and uses cognition to produce information. There are different types of questions including open-ended, closed, clarifying, probing, and reflective questions. Questions can be used for various purposes like assessing knowledge, stimulating independent thinking, and developing critical thinking skills. Questions can also target different levels of thinking from basic recall to evaluation, as outlined in Bloom's Taxonomy. The document reviews advantages like engaging all learners and disadvantages like intimidating timid students. It provides examples of different types of questions.
how questioning skill can be used effectively by a teacherjksofy
Questioning is a critical teaching skill that can be used effectively across subjects and grades. Teachers should use questioning to stimulate thinking at different cognitive levels, assess student understanding, and achieve learning objectives. Well-structured questions that are clear, concise, and relevant to the lesson help students display their knowledge, analyze problems, and apply their understanding to new situations. Varying the order and type of questions posed, from lower to higher order thinking, further enhances learning.
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
1. Effective questioning involves asking a variety of questions at different cognitive levels, including convergent, divergent, and evaluative questions. Teachers should aim to ask both lower-level and higher-level questions.
2. Important questioning skills for teachers include varying question types, not directing questions to specific students, calling on non-volunteers, rephrasing questions if needed, sequencing questions logically, and allowing sufficient wait time after asking a question.
3. Teachers can improve their questioning techniques by reflecting on the types of questions they typically ask, getting feedback from colleagues, increasing their repertoire of question types, considering students' abilities and interests, and spending time to improve the questions they ask.
This document provides an overview of educational technology paradigms and theories from the 1970s to today. It discusses behaviorism and how it influenced early educational technologies like teaching machines, programmed instruction, and computer-assisted instruction. It then covers cognitivism and how it led to a focus on understanding internal mental processes and learning theories like information processing theory and schema theory. Next, it discusses constructivism and social constructivist views of learning as knowledge constructed by learners through experiences and social interactions. It provides examples of how each paradigm influenced educational technology strategies and facilitated learning.
The document introduces the SOLO (Structure of Observed Learning Outcomes) taxonomy, which was developed by Biggs and Collis to describe different levels of understanding. SOLO identifies five hierarchical stages of understanding - prestructural, unistructural, multistructural, relational, and extended abstract. These stages can be used to differentiate curriculum, scaffold higher-order thinking, and provide cognitive challenges for learners. The document provides examples of question types that target each SOLO level and explains how SOLO can be used as a metacognitive tool by teachers and students.
The document provides strategies and information for teaching content area reading to middle school students. It outlines the purpose of teaching reading strategies which is to help students learn and apply skills like previewing text, activating prior knowledge, acquiring vocabulary, organizing information, and self-monitoring comprehension. The document then lists and describes specific strategies for teachers to use, such as previewing text, using graphic organizers, developing vocabulary, and reciprocal teaching. It also defines common reading terms and provides a framework and overview of the reading process to help teachers structure lessons and assessments.
This document discusses concept formation strategy as a teaching method. It defines concept formation as a classification activity where students observe item characteristics to group them. The purpose is for students to carefully examine objects/actions/processes and think of a method to classify them. The process involves dividing students into groups, providing items to classify, having groups organize items and explain their rationale. Examples of concept formation in teaching civic responsibility are also provided. Different instructional strategies for concept formation are outlined, including direct, interactive, and indirect methods.
The document summarizes Benjamin Bloom's Taxonomy of Learning Domains, which identifies three main domains of educational activities: Cognitive (mental skills/knowledge), Affective (growth in feelings/attitudes), and Psychomotor (manual/physical skills). It provides details on the hierarchical subdivisions within each domain, ranging from basic/simple behaviors and skills to more complex ones. The cognitive domain includes categories like knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving phenomena, responding, valuing, organization, and internalizing values. The psychomotor domain includes categories like perception, set, guided response, mechanism, complex overt response, adaptation, and origination.
A case study of problem solving- Akram Jabar NajimAkramEnglish
1. The document summarizes a case study that explored the problem-solving strategies used by undergraduate science students in a chemistry problem-based learning task. Through observations and interviews, most students displayed novice-like problem-solving strategies and surface learning approaches. However, one group showed more expert-like problem-solving coupled with deep learning, and successfully solved the problem.
2. The study found students relied heavily on the internet for information. Students also recognized benefits of group work and social aspects of learning.
3. The implications are that teaching staff need to carefully scaffold problem-based tasks and provide opportunities for collaborative work and skill development, to help students fully benefit from more student-centered approaches like problem-based learning
This document discusses critical thinking skills and their importance in mathematics education. It makes three key points:
1) Critical thinking is a learned skill that requires instruction and practice. Mathematics instructors can enhance students' critical thinking by using active learning strategies, focusing on the learning process over content, and using assessments that challenge students intellectually rather than just testing memorization.
2) Several barriers like lack of training, limited resources, and time constraints can impede critical thinking instruction. However, engaging students in projects and collaboration while modeling thinking can still develop their critical thinking.
3) Critical thinking involves skills like identifying problems, analyzing options, and self-correcting - skills instructors must model and guide students in developing
This document summarizes key principles for selecting and organizing content for teaching. It discusses:
1. Guiding principles for selection including validity, significance, balance, interest, and feasibility. Content should meet standards, interests, developmental levels, and be comprehensive but not superficial.
2. Cognitive content includes facts, concepts, principles, theories and laws. It emphasizes conceptual understanding over isolated facts. Subject matter also includes skills and affective elements.
3. Skills involve thinking, such as critical and creative thinking, and problem solving. Affective elements refer to teaching values and attitudes through modeling good behavior and reinforcing it, in addition to the cognitive explanation of values.
Colleagues: this is a short slide presentation based on a 14-page paper on my findings related to the description, context and influence of Bloom's Taxonomy on education (November, 2016 / EDDE803 / Athabasca University / EdD).
This document provides an overview of various theories of learning, including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It defines learning and examines key aspects of each theory, such as behaviorist concepts of classical and operant conditioning, cognitivist ideas of discovery learning and meaningful verbal learning, and constructivist notions of knowledge construction and social learning. The document also discusses applications of each theory for classroom instruction and potential critiques.
This document provides an overview of various theories of learning, including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It defines learning and examines key aspects of each theory, such as behaviorist concepts of classical and operant conditioning, cognitivist ideas of discovery learning and meaningful verbal learning, and constructivist notions of knowledge construction and social learning. The document also discusses applications of each theory for classroom instruction and potential critiques.
The document discusses Bloom's Taxonomy, which is a classification of learning objectives within the cognitive domain of learning. It describes the six levels of the taxonomy - knowledge, comprehension, application, analysis, synthesis, and evaluation - and provides verbs commonly associated with writing objectives for each level. The taxonomy aims to classify educational goals from less complex to more complex learning. The document also briefly covers other domains of learning - affective and psychomotor - and their associated taxonomies.
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". He studied how learning objectives relate to instructional design. Gagné identified 9 types or levels of learning - signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, problem solving, and attitudes. Each type of learning requires different instructional events and conditions to be effectively taught.
The document discusses aims, goals, objectives, taxonomies, and domains for classifying educational goals and objectives. It provides definitions and examples of aims, goals, and objectives, with objectives being the most specific and measurable. It also describes Bloom's Taxonomy for classifying cognitive objectives according to complexity of skills from basic recall to evaluation. Additionally, it outlines the affective domain involving attitudes and values, and psychomotor domain involving physical skills.
This document summarizes best practices and tools for teaching in multilingual classrooms. It discusses both general tools like considering learning environments and emotions, as well as specific tools such as note-taking, summarizing, questioning techniques, and cooperative learning. Both general and specific tools can become second nature for effective teachers. The document recommends choosing one unfamiliar tool to apply in teaching, such as using organizers, reinforcing effort, or providing feedback.
Chapter 5 Cognitive, Psychomotor and Affective Domains of Objectives as Basis...almera352
The document discusses domains of objectives that can be used to construct teacher-made tests. It describes the cognitive, psychomotor, and affective domains. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The psychomotor domain includes perception, set readiness, guided response, mechanism, complex overt response, adaptation, and origination. The affective domain includes receiving, responding, valuing, organizing values, and characterization by values. Sample behavioral terms and objectives are provided for each domain to illustrate how they can be used to develop test questions that assess students' learning.
Teacher-student Relationships: The Meaning of Teachers' Experience Working wi...Mastura Kamal
This document summarizes a study that used phenomenological interviews to understand the meanings that teachers constructed when describing their relationships with underachieving students in South Africa, Russia, and the United States. The study found that positive teacher-student relationships were important for student achievement and that qualitative research was needed to better understand these relationships from the teacher's perspective. Interviews with 25 educators from the three countries revealed that building relationships with students was a fundamental part of the teaching experience. The interviews were analyzed to identify common themes and a "ground theme" representing the overall meaning of working with underachieving students from the teacher's point of view.
This document discusses questioning techniques used in education. It defines questioning as a process that stimulates responses and uses cognition to produce information. There are different types of questions including open-ended, closed, clarifying, probing, and reflective questions. Questions can be used for various purposes like assessing knowledge, stimulating independent thinking, and developing critical thinking skills. Questions can also target different levels of thinking from basic recall to evaluation, as outlined in Bloom's Taxonomy. The document reviews advantages like engaging all learners and disadvantages like intimidating timid students. It provides examples of different types of questions.
how questioning skill can be used effectively by a teacherjksofy
Questioning is a critical teaching skill that can be used effectively across subjects and grades. Teachers should use questioning to stimulate thinking at different cognitive levels, assess student understanding, and achieve learning objectives. Well-structured questions that are clear, concise, and relevant to the lesson help students display their knowledge, analyze problems, and apply their understanding to new situations. Varying the order and type of questions posed, from lower to higher order thinking, further enhances learning.
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
1. Effective questioning involves asking a variety of questions at different cognitive levels, including convergent, divergent, and evaluative questions. Teachers should aim to ask both lower-level and higher-level questions.
2. Important questioning skills for teachers include varying question types, not directing questions to specific students, calling on non-volunteers, rephrasing questions if needed, sequencing questions logically, and allowing sufficient wait time after asking a question.
3. Teachers can improve their questioning techniques by reflecting on the types of questions they typically ask, getting feedback from colleagues, increasing their repertoire of question types, considering students' abilities and interests, and spending time to improve the questions they ask.
The document discusses different types of questions that teachers can use to assess students, including convergent and divergent questions. Convergent questions have a single correct answer and test factual knowledge, while divergent questions have no single answer and encourage creative thinking. The document also discusses how increasing wait time after asking a question, as well as creating a judgment-free environment, can encourage more thoughtful responses from students and enhance critical thinking.
1. The document discusses Bloom's Taxonomy, which is a classification system that organizes questions into six levels of complexity from lowest to highest: knowledge, comprehension, application, analysis, synthesis, and evaluation.
2. Each level represents a different type or depth of understanding. Knowledge questions test basic recall, while comprehension questions involve explaining or summarizing. Higher levels like analysis, synthesis, and evaluation require breaking down information and creative or judgment-based thinking.
3. Using a variety of question types from all levels is important for helping students learn at different depths and avoid simply memorizing facts. Teachers should aim to incorporate higher-level questions alongside basic recall questions.
Process of classroom questioning, Using Students’ Questions and Summarizations, Aiming for Critical and Higher-Level Thinking, Questioning Strategies, Convergent Strategy, Divergent Strategy, Evaluative Strategy, Reflective Strategy, Appropriate Questioning Behaviors, Framing Questions and Using Wait Times, Using Positive Prompting Techniques
and How Questioning Can Create a Dynamic Learning Environment.
The document discusses 22 formative assessment techniques that teachers can use to evaluate student learning in the classroom. The techniques are simple to administer and provide teachers with evidence of student understanding to help adjust lesson plans. They also help students understand where they need to focus their efforts. Some of the techniques discussed include using popsicle sticks to call on random students, exit tickets where students submit answers before leaving class, using whiteboards for students to show answers, and think-pair-share activities.
This document outlines an agenda for a professional development session on incorporating rigor through effective questioning strategies. It includes activities where teachers discuss and share how they write test questions, ask questions in class, and use question information. Models of questioning like Bloom's Taxonomy and Ciardello's question types are presented. Teachers work in groups to match question types to taxonomy levels and provide examples. Accommodations for English learners and exceptional children are discussed. The session aims to dispel myths about rigor and provide strategies for increasing complexity, such as problem-based learning.
The document describes inquiry-based learning and how it differs from traditional education. Inquiry-based learning is more student-centered and focuses on developing skills like problem-solving over mastery of content. It emphasizes how knowledge is acquired rather than just facts. Students are actively involved in constructing their own understanding through hands-on projects, asking questions, and utilizing a variety of resources. The teacher acts as a facilitator rather than dispenser of knowledge. Inquiry teaching aims to help students learn how to continue learning on their own.
This document discusses the nature of the teaching profession. It begins by outlining some key characteristics of effective teachers, such as having a well-developed educational philosophy and unpacking deeply held assumptions about education. It also discusses the importance of pedagogical content knowledge, understanding how students learn and grow, and having knowledge of curricular content. The document then examines different styles of teaching and their implications, the pedagogical cycle, effective questioning techniques, and stages of teacher development. It emphasizes that reflective practice, building caring relationships, and continual learning are important characteristics of teachers.
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.
The document discusses effective questioning techniques for teachers, including asking open-ended, divergent, and higher-order thinking questions; providing sufficient wait time for students to think; and improving questioning skills through self-evaluation and critique. It also covers encouraging student questioning by modeling good questioning, attending to students' questions, and praising correctly formulated inquiries.
What is thinking & higher order thinking?
How to improve higher order thinking?
Why do we ask questions?
Principles of questioning
Strategies to use when student respond?
Strategies to use when student don’t respond
Strategies for responding to student questions
The document discusses effective questioning techniques for eliciting student responses and engagement. It covers:
- The importance of questioning in the learning process.
- Types of questions including low-level recall questions, high-level thinking questions, convergent vs divergent questions.
- Bloom's Taxonomy of questioning which progresses from lower to higher order thinking.
- Examples are provided of different levels of questions.
Models associated with subject matter/disciplineCatherine Matias
The document discusses various models of discipline and teaching methods. It describes the Kounin model which focuses on the teacher's behavior and techniques like "withitness" and "overlapping" to address misbehavior. It also outlines Skinner's behavior modification model using positive and negative reinforcement. The Glasser model focuses on students taking responsibility for their behaviors. Other models discussed include Dreikur's mistaken goal model and Canter's assertive behavioral model. Teaching methods like lecture, discussion, questioning, viewing-listening, and the inquiry method are also summarized.
The document introduces the peer instruction method, which is an active learning strategy where an instructor poses a conceptual multiple-choice question to students, provides time for individual reflection and voting, has students discuss their answers in pairs or groups, votes again, and the instructor explains the concept based on student understanding. The goal is to engage students, address misconceptions, and promote deeper learning through structured questioning and peer discussion.
This document outlines the consequences of plagiarism for students, academics, professionals, and legally. For students, plagiarism can result in having to attend workshops, failing courses, and suspension or expulsion. For academics and researchers, plagiarism can require notifying their institution and inquiries if federal funding was involved, potentially damaging their reputation. Professionals risk losing promotions, raises, or recommendations if they plagiarize at work. Legally, plagiarism may constitute copyright infringement and result in monetary penalties if sued.
This document summarizes several cases of alleged plagiarism by prominent Philippine politicians and public figures. It describes instances where Senator Tito Sotto, businessman Manny Pangilinan, and Supreme Court Justice Mariano Del Castillo were accused of lifting parts of speeches without proper attribution. It also outlines plagiarism allegations regarding tourism slogans and a photographer who submitted others' work as his own in competitions. The document discusses the responses and outcomes of these various cases.
This document defines plagiarism and discusses its various forms. Plagiarism involves using another's work or ideas without giving proper attribution. It has been defined by dictionaries and has its origins in a complaint by the Roman poet Martial about others passing off his work as their own. There are several categories and forms of plagiarism discussed, including paraphrasing without citation, mosaic plagiarism, direct copying, incorrect citation, and submitting others' work as one's own. International cases of plagiarism in writing are also presented. The Philippines has an Intellectual Property Code to address plagiarism and copyright issues.
An organization is a social unit of people that is structured and managed to meet a need or pursue a collective goal. Organizations have management structures that determine relationships between activities and members, and divide roles, responsibilities, and authority. Organizations interact with their external environment. The document then lists and describes 9 common types of organizations: large companies, public utilities, government agencies, franchise networks/chains, private hospitals/schools, not-for-profit businesses, small companies, cooperatives, and small associations/charities.
Organizational behavior (OB) provides a framework to understand life within organizations. OB uses scientific research to help understand and predict organizational dynamics and influences organizational events. It helps individuals understand themselves and others better. OB is important as it helps managers motivate employees, improve labor relations, predict and control human behavior, and effectively utilize resources which leads to higher organizational effectiveness and performance. Understanding OB plays a vital role for managers in assessing and improving an organization.
Organizational behavior can be understood through different models. This document discusses models of organizational behavior that can help explain how organizations function and the behavior of individuals within them. Key models include rational, natural, and open systems perspectives that view organizations through different lenses and provide insights into organizational dynamics.
The document discusses the nature of management and leadership in organizations. It defines management as planning, directing resources, and accomplishing goals. Key management functions include identifying objectives, developing plans, organizing work, motivating employees, and controlling results. The document also examines different managerial roles including interpersonal roles of figurehead, leader, and liaison. Informational roles involve monitoring and communicating information. Decisional roles include making decisions as an entrepreneur, conflict handler, and resource allocator. Different leadership styles are also discussed, including transformational leadership focused on change and emotional leadership that engages employees' emotions.
This document provides an overview of organizational behavior and the strategic approach. It defines organizational behavior as the actions of individuals and groups in an organizational context. The strategic approach involves effectively organizing and managing people's knowledge and skills to implement strategy and gain a competitive advantage. Key aspects of the strategic approach include selective hiring, extensive training, decision power for employees, information sharing, and incentive compensation. This high-involvement management can lead to satisfaction, productivity, and organizational success.
Decision making policy making and policy analysisArneyo
This document discusses decision-making, policy-making, and policy analysis. It defines decision-making as making a rationally calculated choice between two or more alternatives. Policy is defined as a set of interrelated decisions by actors concerning goals and means of achieving them. Policy-making is a complex process with three stages: formulation by identifying problems, developing alternatives, and selecting the best; implementation by considering policy content, resources, clients, and environment; and evaluation to determine if objectives are achieved. Policy analysis examines potential impact before formulation and seeks to answer questions about the policy, its determination, alternatives, effectiveness, success or failure, and potential improvements.
The document provides instructions for basic commands in Microsoft Excel, including how to save a file by clicking Save As or pressing Ctrl+S and entering a file name, how to copy and paste cell content by selecting cells, clicking Copy or pressing Ctrl+C, selecting destination cells and clicking Paste or pressing Ctrl+V, and how to cut and paste cell content by selecting cells, clicking Cut or pressing Ctrl+X, selecting destination cells and clicking Paste or pressing Ctrl+V to move the cut content. It also lists general editing shortcuts for copying, cutting, pasting, undoing and redoing actions.
The electronic class record user manual for grades 1 3 (self-contained class)Arneyo
This document provides instructions for using the Electronic Class Record (E-Class Record) for grades 1-3. It details the learning areas and subjects covered each quarter for each grade level. It then provides step-by-step instructions on how to input student data, encode scores, and view consolidated quarterly grades. Important reminders are included, such as keeping student names consistent each quarter and where to place names of students who transfer in. Technical support information is also listed.
This resource package provides teachers with modules to help them better understand and implement the Philippine Professional Standards for Teachers (PPST). The document introduces Module 9 which focuses on the indicator of selecting, developing, organizing and using appropriate teaching and learning resources, including information and communication technology, to address learning goals. It provides an overview of the module's contents and structure, which includes introductions, key concepts, examples of practices, and resources. The goal is to help teachers grow in their profession by understanding and applying the PPST standards.
This module focuses on the indicator "4.4.2 Participate in collegial discussions that use teacher and learner feedback to enrich teaching practice." It introduces key concepts related to professional collaboration such as collegial discussion, feedback, and professional collaboration. It prompts the teacher to reflect on their own knowledge, skills, and attitudes regarding professional collaboration using the framework of what they know, do, and feel as a proficient teacher. The support group then provides suggestions to improve the teacher's current practice through probing questions and recommendations.
This module focuses on planning, managing, and implementing developmentally sequenced teaching and learning processes to meet curriculum requirements through various teaching contexts. It discusses key concepts such as curriculum areas and developmentally sequenced teaching and learning processes. The module contains illustrations of practice that demonstrate how to plan developmentally sequenced lessons, including using a Daily Lesson Log template. It also provides guidance on managing and implementing developmentally sequenced lessons effectively. The overall goal is to help teachers fulfill their role in preserving quality teaching and learning processes in their classrooms.
This document provides an introduction to Module 6 of a teacher resource package on the Philippine Professional Standards for Teachers (PPST). The module focuses on Indicator 3.1.2 - using differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences. The introduction defines key concepts related to this indicator, such as differentiated teaching strategies, learners' gender, needs, strengths, and interests. It outlines the parts of each module, including an overview, self-reflection, key concepts, illustrations of practice, and a professional development plan. Teachers Jen and Mike introduce the module and will act as supports to help teachers understand and apply the indicator.
This resource package provides 12 modules that correspond to the 12 indicators of the Philippine Professional Standards for Teachers (PPST). Each module discusses a specific indicator, defines key concepts, and provides illustrations of practices to help teachers understand and attain the indicator. This module focuses on communicating learners' needs, progress, and achievement promptly and clearly to key stakeholders such as parents and guardians.
Here is my reflection:
As a teacher, I recognize the importance of continuously monitoring my learners' progress to determine if my instructional strategies are working and to identify learners who need additional support. However, I realize I can improve in systematically collecting and analyzing learner attainment data.
While I check for understanding during lessons and provide feedback, I do not have a consistent system for recording this data. I also rely more on summative assessments like tests and quizzes to evaluate learning rather than using a variety of formative and summative strategies.
In evaluating learner achievement, I can improve in analyzing assessment results to identify learning gaps and adjust my teaching approaches accordingly. I also need to effectively communicate results to stakeholders
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Asking better questions
1. ASKING MORE EFFECIVE QUESTIONS
William F. McComas and Linda Abraham
Rossier School of Education
Introduction
From the development of the Socratic method, to the 1860 edition of Barnard’s American
Journal of Instruction that states, “to question well is to teach well,” educators have long known
that questioning is a useful way to aid in the transfer of knowledge from instructor to pupil
(Ross, 1860). Over the past 100 years, multiple U.S.-based studies have focused on the use of
questioning as a successful and universal pedagogical approach. Yet despite these studies and
their findings, not much has changed in terms of the manner in which teachers ask questions.
Leven and Long found that teachers in 1912 spent approximately eighty percent of the school
day asking questions – a statistic that was replicated by their study of classroom teachers and
their use of questioning in the 1980s (Leven and Long, 1981). And Wilen’s work shows that the
vast majority of questions asked by teachers are low-level cognitive questions that require
students to focus on the memorization and recall of factual information rather than questions
which foster deeper student understanding (1991).
Questioning plays a critical role in the way instructors structure the class environment, organize
the content of the course and has deep implications in the way that students assimilate the
information that is presented and discussed in class. Given that questioning can be a
tremendously effective way to teach, and recognizing that teachers are willing to engage in the
process of asking questions while instructing (Leven and Long’s research shows that the typical
teacher asks between 300-400 questions per day), the purpose of this paper is to articulate a
taxonomy of questions that will help instructors to recognize how to more effectively use
questioning as a pedagogical strategy (1981).
A Taxonomy of Question Types
Multiple approaches to classifying questions exist in the education literature. In fact, according
to William Wilen, one study which reviewed classification systems for classroom questions
found over 21 systems in place in 1974, with many more appearing since then (1991). The
taxonomy presented below is based on the research of William W. Wilen, and informed by the
work of Angelo V. Ciardiello, both of whom have published extensively on best practices in
questioning skills. Wilen’s simplified classification system is based on the taxonomy presented
by Gallagher and Aschner’s research from 1963 and takes into account the Bloom’s categories of
learning (1956) (See Appendix A).
The taxonomy presented separates questions into four quadrants with paired criteria: Questions
can be either high or low order, and can be either convergent or divergent in their design. A low
order question is one that requires the student to simply recall a single fact, while a high order
question asks the students to recall facts but to show that they comprehend the topic, situation or
solution to a stated problem. A high order question will require that a student understand the
relationship between a fact or piece of knowledge within the greater context of the situation.
2. 2
Comparing Low and High Order questions:
Low order: What color is the lion in that diorama?
This question checks a student’s ability to recognize color and identify the color. There is a very
narrow range of possible answers (tan, light yellow, fawn)
High order question: Why do you suppose the lion is that color?
This question allows the student to recognize and identify color, but then asks the student to
consider the relationship of the lion’s color to other things (its environment, other lions, other
species of animal, its place on the foodchain)
The descriptor convergent refers to the limits placed on the response to a given question. A
convergent question by its nature has a more narrowly defined correct answer – the answer is
generally short, requires little reflection and requires that the responded recall from memory a bit
of factual information. Convergent questions may also be referred to as “closed-ended”
questions, meaning that the instructor is looking for an anticipated response that requires little
original thought on the student’s part. Convergent questions will not require students to put
original thought to the development of an answer. In other words, the answer will have been
provided within the context of the lecture or readings assigned by the instructor. A divergent
question on the other hand, is open-ended by nature. To respond to a divergent question, a
student must be able to recall some information from memory, but must apply that knowledge
and other knowledge to explain, extrapolate or further analyze a topic, situation or problem.
Divergent questions are broader in nature, can have multiple answers, and require then a higher
level of thinking on behalf of the student.
Comparing Convergent and Divergent questions:
Convergent: What other animals can you think of that use color as camouflage?
This question checks a student’s ability to identify what role camouflage and animal coloration
play in nature and suggest other examples. (The responses are fairly easily anticipated and
require that students recall other examples of animals they have seen or studied).
Divergent: Suppose the lion had been born with a much darker colored coat, what do you predict
would happen to that lion in the wild?
This question allows the student to consider a scenario, use knowledge regarding camouflage,
coat coloration and the environment the animal lives in to create an original answer that is logical
and correct.
3. 3
Lower Level Convergent
Emphasis Memorization, recall, rote drilling
What is required of
the student?
Recall or recognize information (identify or name, quote or
define).
What Cognitive
Operations are
involved?
Call for the transfer of information in predictable ways.
Questions at this level will determine if students can organize
and select facts as well as state the main ideas.
What typifies these
questions?
Answers are easily anticipated by the teacher and are often
closed – requiring a “yes” or “no” answer. Questions found at
the back of the textbook chapter are typically low-level
convergent questions.
Signal Phrases Who, what, where, when
Example “According to our study of plant physiology, what conditions
are required for photosynthesis to occur?”
Aligned to Bloom’s
taxonomy of learning Knowledge level
Pros Easy to develop questions and to anticipate student responses,
so directing class discussion becomes routine. Helps identify
students with large deficits in general knowledge.
Cons Least effective method for enhancing knowledge transfer.
Students who respond correctly may have memorized material
but without understanding it.
Higher Level Convergent
Emphasis Reasoning and critical thinking which usually requires some
direction from the instructor
What is required of
the student?
Demonstration of understanding and ability to apply the
information (students describe, compare, contrast, rephrase,
summarize, explain, translate, interpret or provide an example).
What Cognitive
Operations are
involved?
Explaining, stating relationships, comparing and contrasting
What typifies these
questions?
Students will look for evidence to support their response, and
may break ideas, situations or events down into their component
parts
Signal Phrases Why, how and in what ways
Example “In what way do plant cells differ from animal cells?”
Aligned to Bloom’s
taxonomy of learning Comprehension and application levels
Pros Helps students to make connections between facts and begin to
understand relationships. Fosters critical thinking and skills
such as comparing and contrasting.
Cons Can lead to digressions in lesson plan, answers are longer and
more elaborate and may not be easily anticipated by teacher.
4. 4
Lower Level Divergent
Emphasis Synthesis of information and analysis of information to develop
response.
What is required of
the student?
Think critically about information, ideas, opinions. Students
discover motives, reasons or causes, draw conclusions,
inferences or generalizations.
What Cognitive
Operations are
involved?
Hypothesizing, reconstructing
What typifies these
questions?
Questions that ask students to think of alternative ways of doing
something, or require them to synthesize a number of elements
to create an original idea.
Signal Phrases How could…, What are some possible consequences…,
Imagine…
Example “How might life be different if peace was declared in the middle
east?”
Aligned to Bloom’s
taxonomy of learning Analysis level
Pros Focuses on critical thinking skills and allows for in-depth
student discussions. May lead to more student-generated
questions and conversations thus engaging the learner at a
deeper level.
Cons More difficult for teachers to determine in what direction the
lesson might be drawn. Requires more pre-planning, energy
and effort on behalf of the instructor.
Higher Level Divergent
Emphasis Motivate students to higher levels of thinking and encourage
creative thinking
What is required of
the student?
Students produce original communications, make predictions,
propose solutions, create, solve lifelike problems, speculate,
construct, devise, synthesize, develop/judge ideas, problems
solutions, express opinions, and make choices and decisions.
What Cognitive
Operations are
involved?
Predicting, inferring, performs original, creative and evaluative
thinking
What typifies these
questions?
Teachers are required to think of the content they are presenting
I different ways by creating different contexts for learning the
material.
Signal Phrases Defend, Judge, Predict, If… then, Can you create, What is your
opinion…
Example “Suppose you are the President of USC. How would you devise
a plan to increase the retention rate of minority first-year
students?”
5. 5
Aligned to Bloom’s
taxonomy of learning
Synthesis & Evaluation Levels
Pros Stimulate knowledge-seeking and hypothesis generation.
Cons Difficult and more energy intensive. Teacher must challenge his
or her own way of thinking and encourage the learner to as well.
More difficult to assign grades as the responses to these
questions may be highly original or personal.
Another way to classify or evaluate the level of questioning in a classroom can be illustrated by
Christenbury and Kelly’s model of the Questioning Circle. The three intersecting circles
represent domains of cognition, and rather than presenting a hierarchical approach to classifying
questions, they present an overlapping model with a high degree of flexibility. To Christenbury
and Kelly, the three circles each represent a different aspect of reality: (1) the Matter – the
subject of discussion (issue, problem, topic), (2) the Personal Reality – the student’s relationship
with the subject, and (3) the External Reality – the broader perspective of the subject. According
to the Christenbury-Kelly model, the most significant questions are higher-order and are
developed from areas where the circles overlap (Wilen 1991, Christenbury and Kelly, 1983).
Bringing the student’s personal perspective into the questioning schema begins to introduce a
constructivist view towards question generation.
The Matter The Personal Reality
The External Reality
“Following are sample questions representing the circles and their interactions from one incident
in Huckleberry Finn:
1. The Matter – What does Huck say when he decides not to turn Jim in to the authorities?
2. Personal Reality – When would you support a friend when everyone else thought he or
she was wrong?
3. External Reality – What was the responsibility of persons finding runaway slaves?
4. The Matter/Personal Reality – In what situations might someone be less than willing to
take the consequences of his or her actions?
5. Personal Reality/External Reality – Given the social and political circumstances, to what
extent would you have done as Huck did?
6. The Matter/External Reality – What were the issues during the time which caused both
Huck’s and Jim’s actions to be viewed as wrong?
7. The Matter/Personal Reality/External Reality – When is it right to go against social
and/or political structures of the time as Huck did when he refused to turn Jim into the
authorities?”
(Christenbury and Kelly, 1983)
6. 6
Research shows that only 5% of teacher directed questions are higher-order divergent (Wilen,
1987). While the taxonomy above articulates a wide breadth of question types and while teachers
know that asking multiple types of questions is good pedagogy, the research indicates that
teachers consistently revert to asking lower level convergent questions far more often that any
other type of question. The following table illustrates a number of studies that sought to
determine the number of higher-order or divergent questions teachers asked compared to lower-
order convergent questions. The studies are summarized in “Questioning Skills, for Teachers”
by W. Wilen (1991). The results of each study illustrate the magnitude of the problem we face in
using questions well.
Study % higher order % lower order % operational
Haynes (1935) 17 77
Floyd (1960) 6 42
Davis & Hunkins (1966) 90
Trachtenberg (1974) 95
Gall (1987) 20 60 20
Wilen (1991) 5
Study after study reveals that although educators know that the higher-order divergent questions
hold significantly more power to engage the learner and ensure transfer of knowledge, we
consistently retreat to using lower-order, convergent style questions when teaching and testing
students.
Techniques for Asking More Effective Questions
The first step in asking better questions is to identify the types of questions we are currently
asking, why we are asking them, and finally, what techniques can we utilize to improve the
questioning that occurs in our classrooms. Questions help teachers fulfill multiple agendas in the
classroom. Questions are used to help teachers ascertain the level at which their students
understand (or misunderstand) concepts presented during lecture, they are used to engage or
encourage students’ active participation in a lesson, they are used to allow students to express
their thoughts and hear explanations offered by their peers, and they are used to keep students
alert or on task during class time (Brualdi, 1998). Focusing on why questions are asked leads us
to ask the deeper question of how questions are being asked. When we look within the broader
context of classroom interaction, how questions are asked has a tremendous impact on learner-
outcomes. These outcomes are shaped not just by how the instructor phrases and uses questions,
but are also shaped by the ways in which students are encouraged to generate their own questions
(Wilen, 1991). How questions are asked and answered has broader implications than mastering
content. Effective instructors “model the process of inquiry and organizing the search for
solutions for their students” (Teach Talk, 1995).
Teach Talk, a newsletter for educators dedicated to promoting best practices in the classroom,
suggests that successful questioners utilize several skills when crafting and asking good
questions. These include: phrasing and sequencing questions effectively, responding to questions
so that class time is used efficiently, keeping questions from leading to digression (unless the
7. 7
digression is useful), and using the right tone and delivery both when asking and responding to
question. (1995)
Techniques for Successful Questioning
1. Phrasing; teacher communicates the question so that the students understand the response
expectation (ie: no run-on questions).
2. Adaptation; teacher adapts the question being asked to fit the language and ability level
of the students.
3. Sequencing; teacher asks the questions in a patterned order indicating a purposeful
questioning strategy.
4. Balance; teacher asks both convergent and divergent questions and balances the time
between the two types. The teacher uses questions at an appropriate level or levels to
achieve the objectives of the lesson.
5. Participation; teacher uses questions to stimulate a wide range of student participation,
encouraging responses from volunteering and non-volunteering students, redirects
initially asked questions to other students.
6. Probing; teacher probes initial student answers, and encourages students to complete,
clarify, expand or support their answers.
7. Wait Time (Think Time); teacher pauses three to five seconds after asking a question to
allow students time to think. The teacher also pauses after students’ initial responses to
questions in class.
8. Student Questions; teacher requires students to generate questions of their own.
The techniques listed above are straightforward points that most instructors are familiar with.
However, even though we know that these simple techniques make for best practice in the
classroom, many of us simply forget to employ them regularly. Most often forgotten is the
practice of “wait time.” Research shows that instructors wait between .7 seconds and 1.4
seconds for pupils to respond to questions. Furthermore, teachers will wait less than .7 seconds if
they believe that their students might not know the answer to the question posed. “Wait time” –
or the time an instructor waits silently between asking a question and expecting an answer – can
impact the classroom dynamic tremendously. Mary Bud Rowe first described the positive
outcomes associated with “wait time” in 1972. Rowe’s research indicated that when teacher-
directed questions were followed by at least three seconds of undisturbed silent time for students
to formulate responses, the students answered the question more successfully. Student success in
formulating answers was not the only positive outcome observed when “wait time” techniques
were introduced to classrooms. Other researchers found that regular use of “wait time” had
positive impacts on both students and teacher attitude and behaviors.
8. 8
Student behaviors observed when increased “wait time” was introduced to the classroom:
1. Decrease in “I don’t know” responses
2. Length and accuracy of answers increased
3. The number of volunteered, appropriate responses by larger number s of students
increased.
4. Achievement test scores rose.
Teacher behaviors observed when increased “wait time” was introduced to the classroom:
1. Questioning strategies became more flexible and varied.
2. The quantity of questions asked decreased, while the quality and variety of questions
increased.
3. Higher-order, divergent questions were asked more often.
In 1985, Stahl updated Rowe’s conception of “wait time” with the introduction of “think time”.
Stahl’s idea is based upon Rowe’s research, but goes a step further, defining this time as a
“distinct period of uninterrupted silence by the teacher and all students so that they can both
complete appropriate information processing tasks, feelings, oral responses and actions” (Stahl,
1994). Stahl articulates his preference for the term “think time over “wait time” in a 1990 article
published by the Arizona State University:
1. It [think time] names primary academic purpose and activity of the period of silence thus
allowing students and teachers to complete “on-task” thinking.
2. There are numerous places where periods of silence are as important as those “wait time”
periods reported in the literature.
3. There is at least one exception labeled “impact pause time” that allows for periods of less
that 3 seconds of uninterrupted silence.
Whether calling it “wait time” or “think time,” instituting breaks between the questions and
anticipated student responses proves to be a technique that makes questions more powerful
teaching tools.
Questioning at post-secondary level
Few students, even those at graduate levels are skilled at asking higher-cognitive questions in
class, and observations of college-level instructors reveal that even at the post-secondary level,
teachers are not modeling high level divergent questioning for their students (Ciardiello, 1991).
9. 9
APPENDIX A
BLOOM'S TAXONOMY OF THINKING SKILLS WITH BEHAVIORIAL OBJECTIVES
Illustrative General Instructional Objectives Behavioral Terms for Learning Objectives
KNOWLEDGE
Remembering or recalling learned material
Example; List the bones or muscles in the arm.
Knows common terms
Knows specific facts
Knows methods and procedures
Knows basic concepts
Knows principles
Define, describe, identify, label, list, match,
name, outline, recognize, reproduce, select
and/or state
COMPREHENSION
Understanding or grasping meaning of material
Example; Explain how muscles operate in pairs.
Understands facts and principles
Interprets verbal material
Interprets charts and graphs
Translates verbal material to mathematical formulae
Estimates future consequences implied in data
Justifies methods and procedures
Convert, defend, distinguish, restate, rephrase,
estimate, explain, extend, generalize, infer,
give examples, paraphrase, predict, rewrite,
summarize
APPLICATION
Using learned information in new situations
Example; Show the similarities between the
bones and muscles of the arms and legs.
Applies concepts and principles to new situations
Applies laws and theories to practical situations
Solves mathematical problems
Constructs charts and graphs
Demonstrates correct usage of a method or procedure
Apply, change, compute, demonstrate,
discover, illustrate, manipulate, modify, operate,
predict, prepare, produce, relate, show, solve,
use
ANALYSIS
Critically reducing arguments to elements to see their
relationships, organization and principles
Example; Show the similarities between the
bones and muscles of the arms and legs.
Recognizes unstated assumptions
Recognizes logical fallacies in reasoning
Distinguishes between facts and inferences
Evaluates the irrelevancy of data
An Analyses the organizational structures of a work (art, music,
writing)
Break down, diagram, differentiate,
discriminate, distinguish, identify, infer, outline,
point out, relate, select, separate, subdivide
SYNTHESIS
Forming a new whole from various parts
Example; Design an artificial limb that will have
the structural and functional abilities of an arm
or leg.
Writes a well-organized theme
Gives a well-organized speech
Writes a creative short story (or poem, or music, etc.)
Proposes a plan for an experiment
Integrates learning from different areas into a plan for
solving a problem
Formulates a new scheme for classifying objects (or
events, or ideas, etc.)
Categorize, combine, compile, compose,
create, devise, design, explain, extend,
generate, modify, organize, plan, propose,
question, rearrange, revise, reconstruct, relate,
reorganize, restructure, rewrite, summarize, tell,
write
EVALUATION
Judging based on defined criteria
Example; Compare the parts of a human limb
and an artificial limb in terms of durability,
flexibility, etc.
Judges the logical consistency of written material
Judges the adequacy with which conclusions are
supported by data
Judges the value of a work by use of internal criteria
Judge the value of a work (art, music or writing) by using
external standards of excellence
Appraise, assess, compare, conclude, contrast,
criticize, describe, differentiate, discriminate,
document, explain, interpret, judge, justify,
relate, summarize, support
10. 10
APPENDIX B
THE AFFECTIVE DOMAIN
The taxonomy of objectives in the affective domain extends from least committed to most
committed:
1. Receiving: Being aware of or attending to something in the environment, this is the I'll-
listen-to-the-concept-but-I-won't-promise-to-like-it level.
2. Responding: Showing some new behavior as a result of experience; at this level a person
might applaud after a concert or hum some of the music the next day.
3. Valuing: Showing some definite involvement or commitment; at this point a person
might choose to go to a concert instead of a film.
4. Organization: Integrating a new value into one's general set of values, giving it some
ranking among one's general priorities; this is the level at which a person would begin to
make long-range commitments to concert attendance.
5. Characterization by value: Acting consistently with the new value; at this highest level,
a person would by firmly committed to a love of music and show it openly and
consistently.
Krathwohl, D.R., Bloom, B.S. and Masia, B.B. (1964). Taxonomy of educational objectives.
Handbook II: The affective domain. New York: David McKay and Co.
11. 11
Asking Better Questions
Transcript of Questions from Teaching Video: BSAP (South Carolina Science Program)
Soil Texture and Color – 8th
grade science class. Even without watching the video itself, you can
examine the questions asked and make judgments about their level and potential to engage
students.
Segment A 06:53:08 – 09:52:00
T “Okay now what did we get on that sheet of paper? When we poured those layers out, where
you very surprised about our results? Sean, what did we get? What did that first layer look like?
Do you remember that?
S “Rocks”
T “Okay it was mostly rocks right? What else might have been in there?”
S “Um little grains”
T “Okay, good, grains. Okay, what else?”
S “Sticks or roots”
T “Sticks, roots, acorns, very good. But mostly it was very large pieces and then these were
graded down to the very finest pieces, and Ryan, what did that very finest layer feel like to you?”
S “It was rough”
T “Okay some particles were very rough, but mostly what did it feel like? Latrika?”
S “Like powder”
T “Okay, like powder, like powder that you would even, like face powder like talcum powder or
something, okay it was very fine. Okay, so that one thing we noticed. Another thing that we
noticed from that activity were the different colors of the soil, right? Alright Corey, the different
colors of the soil, name a few of the colors that we saw.
S “Dark orange and like an orangey color”
T “A dark orange and orangey color, alright, what else? April, do you remember? Help him out
a little bit.”
S “Brown”
T “Okay some different shades of brown, alright now where did our soils come from? Sean?
Where did our soils that we used in that seive activity come from?”
12. 12
S “Around the surrounding areas of Saluda”
T “ Alright around the surrounding areas of Saluda, and if you look up on the map of Saluda
County, we have a different soil sample from various areas of the county. If you can see that
okay? And what you see mostly –up at the top up here – are the reddish soils, alright, then these
are more brown over in here and these types of soils down here by Ridge Spring, Willy, what
type of soils do you mostly find in the Ridge Spring area?”
S “Clay”
T “Okay some clay, and what else? Brian?
S “Sand”
T “Sandy soils right? A little bit of clay in there, but mostly a lot of sand mixed in with that clay
because that’s a very sandy area.
T “Today’s activity is going to be about the texture of soil, okay? Now what does texture mean
to you? Brian, texture, tell us a little bit about texture. What are you going to do?”
S “Um, you’re going to observe it and perhaps run your fingers through it, and it’ll give you how
it feels and how it looks.”
T “Okay, how it feels and how it looks. And what is that thing Robby that we call when we use
or 5 senses? What skill are we using when we use our 5 senses to look or feel at something?”
S “A guess or hypothesis”
T “Right, okay we could be doing that. April?”
S “Observation”
T “Observation, very good, we’re going to observe.”
Section B 28:15:00 30:31:0
T “Okay, now what is the manipulated variable here? Willy, which is the manipulated variable ?
S “The type of soil”
T “The type of soil. We changed the kind of soil, right? Now when we changed that type of soil,
Tamika, which is the responding variable?
S “How much water you get (out of it)” ( )
13. 13
T “Alright how much water over here, so those are the 2 things we’re looking at, those are the 2
variables in this activity. Now, who can tell me what a control is? Name Corey a control that we
have in our activity here.
S “How much water we put in it.”
T “That was what?” That was how much water we put in initially?”
S “That was how much water we put in all 3 of them.”
T “Well, not really, that’s not really a control.” Okay? A control, remember is something that
stays the same. It’s something that we’re going to control for in the activity. Sean, what is a
control?”
S “How much drained of the soil when we put water in and let it drain.”
T “Well, that would be our responding variable wouldn’t it? How much water that drained out.
Alicia?”
S “The amount of water we started with.”
T “Alright you started with what?”
S “150 ml”
T “150 ml Very good. Okay, on all of them. That could be one control. Brian, what is another
control?”
S “The size of what we put the soil (samples in).”
T “Alright, did we all use the same size tuna fish cans here? We did, didn’t we? Everybody had
the same size can. We all had one giant can and one small can. That’s one control. Alright, what
about the minutes we let it sit? Franklin?
S “We let it sit about at least five or ten (minutes).”
T “Alright, about the same range of time. You let them sit all exactly the same time. What about
the way Sylvester, what about the way that the soil was put into the can? Did you really pack it
in on one and just leave it laying loose in another sample?”
S “No ma’am.”
T “What did you do?”
S “ We hung it, we put it on the side and let the water just drain out from the side.”
14. 14
T “Right, that’s exactly right. You let the water drain out the same way and you had the types of
soil samples packed in there the same way, didn’t you? So all those things are controls.”
Segment C 38:29:12 – 39:54:05
T “Okay, most of you are finished with your graph right now, let’s think a little bit about the
activity that we just completed, alright? Let me ask you some questions. Okay, first of all, Brian,
we stated that we were going to find out about soil texture right? Okay, what did you find out
about the texture of your soils? In other words, what did you find out about the water that
drained in and drained out?”
S “It was sometimes the color of the soil and it had many particles in it (the soil).”
T “What did that tell you when it was the color of the soil? For example, clay, right? That clay,
when that clay drained out, man that water was muddy wasn’t it? You could tell it came from
clay couldn’t you? What did that tell you about that soil sample?”
S “That when the water drained out of it washed away with it.”
T “Okay it washed away that clay, didn’t it? How many of you have driven by roads in our
county that have been cut or stripped and you see that red clay? What do you notice about that
red clay? Robby?
S “Its been washed (away)”
T “Its been washed. Right and what color, and we had all those rains a few weeks ago, what
color was that water running out in front of that ditch in front of school?
S “(red)”
T “Red,what did that tell you? Where did that water wash over?”
S “Clay”
T “Alright some clay, that’s exactly right. Good.”
15. 15
APPENDIX C
HOW DOES YOUR QUESTIONING BEHAVIOR RATE?
1. How often do you challenge students by asking questions that arouse their curiosity? Do you make them
want to know more?
2. How often do you use questions to establish a foundation for new work?
3. To what extent do your questions encourage students to listen to each other’s responses, opinions?
4. How do your questions help reveal or clear up misconceptions?
5. To what extent do your questions verify the degree of comprehension of your students?
6. To what extent do your questions promote self-evaluation by your students?
7. To what extent do your questions ask students to interpret, to analyze, to think critically, to see
relationships, or to judge?
8. Does your question asking regime help build class rapport?
9. Do you ask questions to discover special interests of your students?
10. Does your question asking regime help students to feel that each one has something positive to contribute
to the class?
11. To what extent do you preplan key questions you want to ask during the lesson?
12. To what extent do you consider possible responses to these key questions and strategies to use in the event
that something goes astray?
13. To what extent do your questions call for students to think for themselves?
14. Do you ask a variety of questions— recall vs. thought questions?
15. Do you get all students involved in class discussions?
16. Do you distribute your questions both to students who volunteer to answer and to those who do not?
17. Do you distribute your questions in a widespread fashion rather than limiting them to one group of students
or one part of the room?
18. Do students speak to each other when responding or only to you?
19. Do you wait a reasonable time for students to think about their responses before calling on them or
permitting them to speak?
20. Do you accept student responses in a neutral manner or do you use verbal rewards (Good! Fine idea!
Great!) or sanctions (No! Wrong!)?
21. Do you consistently repeat students’ responses?
22. Do you encourage your students to ask questions?
16. 16
References Cited
Brualdi, Amy C. (1998). Classroom questions. ERIC Clearinghouse on Assessment and
Evaluation, Washington DC.
Ciardiello, Angelo, V. (1998). Did you ask a good question today? Alternative cognitive and
metacognitive strategies. Journal of Adolescent & Adult Literacy, 42(3), 210-219.
Leven, T. and Long, R. (1981). Effective instruction. Washington DC: Association for
Supervision and Curriculum Development.
Ross, W. (1860). Methods of instruction. Barnard’s American Journal of Education 9, 367-79.
----- (1995) Question: What makes a good question. Teach Talk 8(1).
Wilen, William W. (1991). Questioning Skills for Teachers, third edition. National Education
Association, Washington DC.