classroom questioning
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This document discusses effective questioning techniques for teachers. It begins by defining questions and explaining why they are important teaching tools for engaging students and assessing understanding. It then categorizes questions according to Bloom's Taxonomy from basic recall questions to higher-order evaluation questions. Additional questioning strategies are presented, including convergent, divergent, reflective, and evaluative questions. Specific questioning techniques are outlined such as "no hands" and "question of the day." The document concludes by discussing how to properly frame questions using interrogative words.
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The Art of Questioning : Teacher’s Role
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.
Art of Questioning
Skillful questioning is one of the best teaching tools for promoting effective learning, as questioning remains an essential component of good teaching. While questioning takes many years of experience to master, teachers typically ask between 300-400 questions per day. Effective questioning involves understanding different question types and techniques, as well as properly handling student responses, with the goal of managing behavior, assessing knowledge, stimulating interest, structuring learning activities, and identifying learning difficulties.
Art of questioning
The document discusses the art of questioning in the classroom. It outlines various purposes and uses of questions, including assessing cognition, motivating students, and helping organize lessons. The types of questions covered are soliciting, directing, evaluating, and responding questions. Guidelines are provided for creating good questions and techniques for effective questioning. The document also covers handling student responses and questions, encouraging student questioning, and proper referencing.
THE ART OF QUESTIONING.ppt
This document discusses the importance and techniques of questioning in teaching. It begins by outlining the objectives of developing varied questions under Bloom's cognitive domains and acquiring questioning techniques. It then provides examples of questions to ask before, during, and after instruction to motivate students, assess understanding, and have them relate concepts. The document also discusses characteristics of good questions and techniques for handling student responses and questions. It emphasizes creating clear, thought-provoking questions and encouraging rather than criticizing students. Overall, the document promotes using questioning strategically to enhance the teaching and learning process.
The art of questioning
The document discusses the art of questioning in education. It outlines principles of effective questioning, including distributing questions evenly, balancing factual and thought-provoking questions, and encouraging critical thinking. It also describes different types of questions, levels of questioning based on Bloom's taxonomy, characteristics of good questions, and strategies for questioning students. The objectives at the end aim to have teachers list principles of questioning, define Bloom's levels, write examples of questions at each level, and analyze their own questioning techniques during a micro lesson.
Questioning techniques
A ppt for helping teachers develop the Higher Order Thinking Skills (HOTS) of their pupils through the use of effective questioning techniques.
Effective questioning techniques
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.
Art of-questioning (1)
The document provides guidance on effective questioning techniques for teachers. It begins by outlining the expected learning outcomes, which are to identify characteristics of good questions, enhance questioning in lessons, and formulate questions according to student levels. It then discusses introducing questioning as an important teaching tool. The rest of the document offers tips on questioning guidelines, types of questions, Bloom's Taxonomy, techniques for asking and responding to questions, and sample questions.
Recommended
The Art of Questioning : Teacher’s Role
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.
Art of Questioning
Skillful questioning is one of the best teaching tools for promoting effective learning, as questioning remains an essential component of good teaching. While questioning takes many years of experience to master, teachers typically ask between 300-400 questions per day. Effective questioning involves understanding different question types and techniques, as well as properly handling student responses, with the goal of managing behavior, assessing knowledge, stimulating interest, structuring learning activities, and identifying learning difficulties.
Art of questioning
The document discusses the art of questioning in the classroom. It outlines various purposes and uses of questions, including assessing cognition, motivating students, and helping organize lessons. The types of questions covered are soliciting, directing, evaluating, and responding questions. Guidelines are provided for creating good questions and techniques for effective questioning. The document also covers handling student responses and questions, encouraging student questioning, and proper referencing.
THE ART OF QUESTIONING.ppt
This document discusses the importance and techniques of questioning in teaching. It begins by outlining the objectives of developing varied questions under Bloom's cognitive domains and acquiring questioning techniques. It then provides examples of questions to ask before, during, and after instruction to motivate students, assess understanding, and have them relate concepts. The document also discusses characteristics of good questions and techniques for handling student responses and questions. It emphasizes creating clear, thought-provoking questions and encouraging rather than criticizing students. Overall, the document promotes using questioning strategically to enhance the teaching and learning process.
The art of questioning
The document discusses the art of questioning in education. It outlines principles of effective questioning, including distributing questions evenly, balancing factual and thought-provoking questions, and encouraging critical thinking. It also describes different types of questions, levels of questioning based on Bloom's taxonomy, characteristics of good questions, and strategies for questioning students. The objectives at the end aim to have teachers list principles of questioning, define Bloom's levels, write examples of questions at each level, and analyze their own questioning techniques during a micro lesson.
Questioning techniques
A ppt for helping teachers develop the Higher Order Thinking Skills (HOTS) of their pupils through the use of effective questioning techniques.
Effective questioning techniques
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.
Art of-questioning (1)
The document provides guidance on effective questioning techniques for teachers. It begins by outlining the expected learning outcomes, which are to identify characteristics of good questions, enhance questioning in lessons, and formulate questions according to student levels. It then discusses introducing questioning as an important teaching tool. The rest of the document offers tips on questioning guidelines, types of questions, Bloom's Taxonomy, techniques for asking and responding to questions, and sample questions.
The Art of Questioning
This document discusses the art of questioning in teaching. It defines a question and explains the various purposes of questioning, including to engage students, check prior knowledge, stimulate thinking, and assess learning. The principles of questioning emphasize distributing questions evenly, balancing fact-based and thought-provoking questions, and encouraging lengthy responses. The document also outlines different types of questions, such as factual, clarifying, hypothetical, and justifying questions. It provides strategies for critiquing questioning techniques, such as analyzing the complexity of questions and classifying them using Bloom's Taxonomy. The educational implications are that strategic questioning can help students learn how to listen and reflect on their learning through higher-order thinking.
Effective Questioning
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
Effective questioning
The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly.
classroom questioning
This document discusses classroom questioning techniques for teachers. It defines questions and explains that they are an important teaching tool for engaging students and assessing learning. The document outlines various reasons for asking questions in the classroom, including to check understanding, develop critical thinking, and stimulate independent learning. It also describes Bloom's Taxonomy and other frameworks for categorizing different types of questions from basic recall to higher-order analysis and evaluation. Specific questioning techniques are presented, such as no hands, call and response, and equitable questioning. Guidance is provided on framing questions clearly, giving wait time for responses, and arranging the classroom to encourage participation through questioning.
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- The document discusses Bloom's Revised Taxonomy, which is a framework for categorizing levels of thinking skills. It provides the original taxonomy terms and the revised terms.
- For each term (remembering, understanding, applying, analyzing, evaluating, creating), the document defines it, provides example activities and potential products.
- The levels progress from remembering/recall of facts, to understanding meanings, then applying concepts, analyzing parts, evaluating with criteria, to the highest order of creating new ideas.
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This document discusses informal assessment in language learning. It begins by defining informal assessment as a way of collecting student performance information in normal classroom conditions, without test conditions. It is done systematically over time through observation. The document notes that clear criteria are needed for assessment and feedback should be provided. It discusses assessing both linguistic and non-linguistic factors informally. Specific guidance is provided on informally assessing speaking, writing, and listening skills.
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A presentation about how to improve your questioning strategies in the classroom taken from a range of sources.
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To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
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This document discusses informal assessment of students in language classrooms. It defines informal assessment as the systematic observation of students' performance in normal classroom conditions without formal testing. The document provides examples of how teachers can informally assess students' linguistic skills like speaking, writing, listening, reading, grammar and vocabulary through observation, checklists, rating scales and other means. It also discusses informally assessing students' non-linguistic factors like attitude, effort, participation and cooperation.
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The document discusses eliminating irrelevant barriers and unintended clues in objective test items that can undermine the validity of an assessment. Factors like complex sentences, difficult vocabulary, and unclear instructions are construct-irrelevant barriers that limit students' responses. Test items should measure the intended learning outcomes and not other irrelevant abilities. Care should be taken to avoid ambiguity, wordiness, biases and other barriers that prevent students from demonstrating their actual achievement levels. Clues within items could allow students without sufficient learning to still answer correctly, preventing the items from functioning as intended.
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This document provides guidance on developing teacher-made tests. It begins with an advance organizer and outlines the test development process. It then provides details on designing different item types, including selected-response, constructed-response, and interpretive exercise items. It gives guidelines for writing different item types and examples. The objectives are to explain assessment concepts and design aligned tests. It also discusses test specifications, characteristics, layout, instructions and scoring.
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This document discusses effective questioning techniques for math teachers. It begins by stating that a teacher's effectiveness can be gauged by their ability to ask good questions. It then provides information on what questioning is, the skill of questioning, different uses of questions, characteristics of good questions, techniques for questioning, handling student responses, and handling student questions. The document emphasizes that questioning should motivate student thinking, be clear and challenging, and that teachers should appreciate student answers while ensuring incorrect answers are addressed. Overall, the document stresses that questioning is an art that takes practice to develop effective lessons centered around student participation.
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This document discusses how teachers can develop students' higher-order thinking skills through effective questioning techniques. It outlines different types of questions teachers can ask, from low-level recall questions to high-level questions that require analysis, evaluation and problem-solving. Good questions should be thought-provoking, unambiguous, clearly stated, and relevant to the learning objectives. The document also provides tips for teachers on how to generate interaction through questioning, such as asking open-ended questions, allowing wait time for responses, and calling on non-volunteers. Effective questioning is key to helping students develop higher-order thinking.
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classroom questioning
This document discusses classroom questioning techniques for teachers. It defines questions and explains that they are an important teaching tool for engaging students and assessing learning. The document outlines various reasons for asking questions in the classroom, including to check understanding, develop critical thinking, and stimulate independent learning. It also describes Bloom's Taxonomy and other frameworks for categorizing different types of questions from basic recall to higher-order analysis and evaluation. Specific questioning techniques are presented, such as no hands, call and response, and equitable questioning. Guidance is provided on framing questions clearly, giving wait time for responses, and arranging the physical classroom to encourage participation through questioning.
classroom questioning
This document discusses classroom questioning techniques for teachers. It covers types of questions, framing questions, and strategies for effective questioning. Specifically, it discusses Bloom's Taxonomy for classifying questions, convergent vs divergent questioning strategies, and techniques like no hands, call and response, simplifying questions, and wait time. The goal of questioning is to actively engage students, evaluate understanding, and develop higher-order thinking skills. Effective questioning is an important teaching tool.
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This document discusses the art of questioning in teaching. It defines a question and explains the various purposes of questioning, including to engage students, check prior knowledge, stimulate thinking, and assess learning. The principles of questioning emphasize distributing questions evenly, balancing fact-based and thought-provoking questions, and encouraging lengthy responses. The document also outlines different types of questions, such as factual, clarifying, hypothetical, and justifying questions. It provides strategies for critiquing questioning techniques, such as analyzing the complexity of questions and classifying them using Bloom's Taxonomy. The educational implications are that strategic questioning can help students learn how to listen and reflect on their learning through higher-order thinking.
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Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
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The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly.
classroom questioning
This document discusses classroom questioning techniques for teachers. It defines questions and explains that they are an important teaching tool for engaging students and assessing learning. The document outlines various reasons for asking questions in the classroom, including to check understanding, develop critical thinking, and stimulate independent learning. It also describes Bloom's Taxonomy and other frameworks for categorizing different types of questions from basic recall to higher-order analysis and evaluation. Specific questioning techniques are presented, such as no hands, call and response, and equitable questioning. Guidance is provided on framing questions clearly, giving wait time for responses, and arranging the classroom to encourage participation through questioning.
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- The document discusses Bloom's Revised Taxonomy, which is a framework for categorizing levels of thinking skills. It provides the original taxonomy terms and the revised terms.
- For each term (remembering, understanding, applying, analyzing, evaluating, creating), the document defines it, provides example activities and potential products.
- The levels progress from remembering/recall of facts, to understanding meanings, then applying concepts, analyzing parts, evaluating with criteria, to the highest order of creating new ideas.
Informal Assessment
This document discusses informal assessment in language learning. It begins by defining informal assessment as a way of collecting student performance information in normal classroom conditions, without test conditions. It is done systematically over time through observation. The document notes that clear criteria are needed for assessment and feedback should be provided. It discusses assessing both linguistic and non-linguistic factors informally. Specific guidance is provided on informally assessing speaking, writing, and listening skills.
Effective Questioning
A presentation about how to improve your questioning strategies in the classroom taken from a range of sources.
The Art of Questioning
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
Power point for the techniques for constructing exam items
The document discusses techniques for constructing examination questions and assessing student learning. It covers constructing objective test items like multiple choice and matching, as well as subjective items like short answer and essays. Tips are provided for writing different item types and ensuring item-objective congruence. A variety of assessment options for different learning domains and continuous assessment techniques are also outlined.
Essay question construction
The document discusses essay questions as an assessment tool, comparing restricted response and extended response essay questions. It outlines the advantages and disadvantages of using essay questions, and provides tips for constructing, scoring, and evaluating essay questions and responses. Restricted response questions limit the scope and response, while extended response allows more freedom in topic selection and organization. Scoring can be done using analytic or holistic rubrics, with clear scoring criteria and examples of expected responses. The document aims to provide guidance on effectively utilizing essay questions to assess higher-order thinking skills.
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Those who would like to have a copy of the presentation, please let me know at martzmonette@yahoo.com
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The document describes different formats for writing test questions and their advantages and disadvantages. It discusses true/false, matching, multiple choice, short answer, essay, oral exams, student portfolios, and performance-based questions. For each format, it provides tips on how to effectively write questions to assess student understanding.
Questioning skills (new )
This document provides guidance on effective questioning techniques for teachers. It discusses that teachers ask an average of 400 questions per day, with one-third of teaching time spent on questioning. The document outlines key tactics for questioning like structuring questions, pitching them clearly, directing and distributing questions, and pausing and pacing. It also discusses Bloom's Taxonomy and designing higher and lower order questions. Effective questioning is presented as important for interaction, challenge, influence and assessment of students. The document encourages coming out of comfort zones to develop as a teacher.
Revised bloom`s taxonomy ppt
This document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised versions of Bloom's Taxonomy, including changes in terms and emphasis. Each of the six levels of thinking in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and example classroom activities are provided. The role of questioning and its importance within the taxonomy framework is also addressed.
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This document discusses informal assessment of students in language classrooms. It defines informal assessment as the systematic observation of students' performance in normal classroom conditions without formal testing. The document provides examples of how teachers can informally assess students' linguistic skills like speaking, writing, listening, reading, grammar and vocabulary through observation, checklists, rating scales and other means. It also discusses informally assessing students' non-linguistic factors like attitude, effort, participation and cooperation.
Planning Classroom Tests and Assessments
The document discusses eliminating irrelevant barriers and unintended clues in objective test items that can undermine the validity of an assessment. Factors like complex sentences, difficult vocabulary, and unclear instructions are construct-irrelevant barriers that limit students' responses. Test items should measure the intended learning outcomes and not other irrelevant abilities. Care should be taken to avoid ambiguity, wordiness, biases and other barriers that prevent students from demonstrating their actual achievement levels. Clues within items could allow students without sufficient learning to still answer correctly, preventing the items from functioning as intended.
Lesson 3 developing a teacher made test
This document provides guidance on developing teacher-made tests. It begins with an advance organizer and outlines the test development process. It then provides details on designing different item types, including selected-response, constructed-response, and interpretive exercise items. It gives guidelines for writing different item types and examples. The objectives are to explain assessment concepts and design aligned tests. It also discusses test specifications, characteristics, layout, instructions and scoring.
Art of Questioning
This document discusses effective questioning techniques for math teachers. It begins by stating that a teacher's effectiveness can be gauged by their ability to ask good questions. It then provides information on what questioning is, the skill of questioning, different uses of questions, characteristics of good questions, techniques for questioning, handling student responses, and handling student questions. The document emphasizes that questioning should motivate student thinking, be clear and challenging, and that teachers should appreciate student answers while ensuring incorrect answers are addressed. Overall, the document stresses that questioning is an art that takes practice to develop effective lessons centered around student participation.
Questioning techniques: helping learners develop higher prder thinking skills
This document discusses how teachers can develop students' higher-order thinking skills through effective questioning techniques. It outlines different types of questions teachers can ask, from low-level recall questions to high-level questions that require analysis, evaluation and problem-solving. Good questions should be thought-provoking, unambiguous, clearly stated, and relevant to the learning objectives. The document also provides tips for teachers on how to generate interaction through questioning, such as asking open-ended questions, allowing wait time for responses, and calling on non-volunteers. Effective questioning is key to helping students develop higher-order thinking.
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The document discusses strategies for encouraging problem solving and critical thinking in math classrooms. It suggests using QR code scavenger hunts to promote group problem solving. It also addresses keeping students in a state of "flow" by maintaining an appropriate level of challenge that increases with ability. Finally, it discusses building autonomy by acknowledging but not directly answering students' proximity and stop-thinking questions, and only answering their keep-thinking questions.
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This document discusses classroom questioning techniques for teachers. It covers types of questions, framing questions, and strategies for effective questioning. Specifically, it discusses Bloom's Taxonomy for classifying questions, convergent vs divergent questioning strategies, and techniques like no hands, call and response, simplifying questions, and wait time. The goal of questioning is to actively engage students, evaluate understanding, and develop higher-order thinking skills. Effective questioning is an important teaching tool.
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classroom questioning
- 1. Knowledge is having the right answer. Intelligence is asking the right question
- 5. A question is any sentence which has an interrogative form or function The use of questions is one of the most important teaching techniques. Asking questions forms part of any lesson because it invites the student to think, Teachers use questions to engage the students and sustain an ‘active’ style to the learning.
- 6. WHY ASK QUESTIONS? • To actively involve students in the lesson • To increase motivation or interest • To evaluate students’ preparation • To check on completion of work • To develop critical thinking skills • To review previous lessons • To nurture insights
- 7. • To assess achievement or mastery of goals and objectives • To stimulate independent learning • To test students’ knowledge • To stimulate creativity • To modifying students’ perception of the subject • To encourage students to become self- directed learners • To focus attention on a particular issue or concept • To develop an active approach to learning
- 8. TYPES OF QUESTIONS • Educators have traditionally classified questions according to Bloom’s Taxonomy, into six categories; 1) Knowledge- Who are the main characters in the story? 2) Comprehension-How do they interact? 3) Application- Can you role play an example of a key event to explain the relationship of the main characters
- 9. 4) Analysis – Who are the main protagonists and what is the common factor in their purpose, driving the plot? 5) Synthesis – What other books have we studied that help us understand the behavior of the main characters? 6) Evaluation - How would you summaries the difference in this story different?
- 10. TYPES OF QUESTIONS • According to Orlich (2007) there are four basic questioning strategies. 1) Convergent questioning - Focuses on narrow objective. 2) Divergent questioning- Evoke a wide range of student responses, eliciting higher level thinking responses. 3) Evaluative questioning-develop a logical basis for establishing evaluative criteria .
- 11. 4) Recall and fact based Questions- This requires the respondent to recall some information from memory, a fact. A school teacher may ask recall questions of their pupils, ‘What is the highest mountain?’ Process questions require more thought and analysis and/or a sharing of opinion.
- 12. • Reflective questioning- It often assess metacognitive skills. It draws its historical perspective from the classical Socratic method of questioning. This strategy stimulates a wide range of student responses, having also evaluative element, the goal being to require students to develop higher order thinking . The process initiated by reflective questions may also be called critical or analytical thinking.
- 13. QUESTIONING TECHNIQUES 1 .No Hands 2. Call and Response 3. Ask Again 4 .Simplify the Question
- 14. 6. Agree or Disagree 7. Question of the Day 8. Equitable Questioning 9. Higher Order Thinking Questions 10. Quick [Questions
- 15. 11. Wait Time 12. Get it Right 13.Review Question
- 16. Framing the questions • Framing refers to how important issues are presented or 'framed' in a survey question. The interrogative pronouns who, what, whom, whose, which and the interrogative adverbs where, when, why and how are used to frame information questions. • The structure ‘how + an adjective/adverb’ may also be used to frame information questions
- 17. References: • 1.https://www.slideshare.net/JavedIqbal15/presenta tion-on-questioning • 2 https://pdst.ie/sites/default/files/Assessment%20- %20Workshop%202%20Questioning.ppt • 3 https://www.ncca.ie/media/1950/workshop- 02speaker-notes-en.pdf • 4 https://www.slideshare.net/madsen720/summit- question-techniques • 5 https://www.slideshare.net/rajeevelt/questioning- technique-7042677 • 6 https://www.slideshare.net/martianne21/effective- questioning-24590742
- 18. Course: Teaching English.. Submitted To: Rahul Chandra Shaha Lecturer, IER. Jagannath university. Submitted By: MORIOM AKTER ELA ID NO: B160110002 Batch: 2nd (IER), Jagannath University
- 19. Thank you