Questionning.pptx
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The document provides strategies for effectively responding to students' questions and inquiries. It recommends establishing expectations, preparing meaningful questions in advance, and using high-level, divergent, and structured questions. When students respond, teachers should use reinforcement, probing, adjustment, redirection, and rephrasing. When students don't respond, wait time is important. When answering student questions, teachers can answer themselves, redirect to the class, help students answer themselves, schedule follow ups, or refer students to resources. Active listening is key through repeating, signaling, and acknowledging students.
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The Art of Questioning.pptx
This document discusses the importance of questioning skills for teachers. It identifies questioning as a key component teaching skill and outlines several purposes of effective questioning, including motivating students, creating interest, testing knowledge, and stimulating thinking. The document then provides guidelines for developing high-quality questions, such as being clear, purposeful, and thought-provoking. It also discusses best practices for questioning techniques, such as pausing after asking questions, calling on students randomly, and distributing questions across cognitive levels and students. Overall, the document emphasizes that mastering questioning skills is an important art for effective teaching.
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
Monitoring student learning in the classroom
This document discusses 3 key points about monitoring student learning in the classroom:
1. Redirection and probing of student responses is positively related to achievement when focused on accuracy and clarity, but unrelated when vague or critical.
2. Acknowledging correct student responses positively impacts achievement.
3. Praise is effective when used sparingly, directly related to responses, and sincere, but general praise is less effective.
probing questions.pptx
Skill of Probing Questions
Samruddhi Chepe
Questioning to promote higher-order Thinking
To open new ideas and creative mental habits
An open-ended- Which encourage divergent thinking
Nurturing educational environment strengthens the brain
Taxonomy of Benjamin Bloom
Categorized level of abstraction of questions-
Knowledge-List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension- Summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application- Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Strategies to make classrooms more interrogative
Use the think-pair-share strategy to allow students to respond to questions cooperatively
Avoid predictable question patterns
Ask students to “unpack their thinking”
Promote active listening by asking for summaries
Ask students why they hold a particular position or point of view on a subject
Survey the class
Encourage student-constructed questions
Use hypothetical thinking
Employ reversals
Apply different symbol
Use analogies
Analyze points of view
Questioning skill
Structure-
Grammatically correct
Relevant
Specific
Concise
Process-
Speed of asking questions
Voice
Unnecessary repetition of questions as well as students’ answers
Distribution
Product-
Interest created, attentiveness
Rapport built
Previous knowledge of pupils
Maturity level of pupils
Difficulty level of questions
Avoid
Questions requiring yes or no answers
Leading, suggestive questions
Double barreled questions
Elliptical questions
General/ambiguous questions
Terms beyond the understanding of students
Rhetorical questions
Unnecessary repetition of questions
Unnecessary repetition of answers given by students
Answering your own
Showing anger, impatience, ridicule for wrong, inadequate or slow answer
Asking only the recall/memory based questions
Responses
No response
Wrong response
Partially correct response
Incomplete response
Correct (criterion) response
The components of skill of probing questions
Prompting- No response, a partially correct response or wrong response
Seeking further information- When response obtained from the student is incomplete
Refocusing- Correct response, to view students responses in relation to other similar situations
Increasing Critical Awareness-To increase student ability to look at situations deeply, critically
Criterion Response- To clear ideas and to get correct response
Guidelines……
Questions were grammatically correct
Questions were relevant to the top
Questions were specific
Questions were concise
Questions were put with paper pause
Questions were followed by proper pause
Questions were put with proper voice
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.
Characteristics of intelligent behavior
This document is a student paper for a MED/560 class that discusses characteristics of intelligent behavior. It defines intelligent behavior as the ability to acquire, retain, and apply knowledge to solve problems and cope with new experiences. It provides examples of how students can demonstrate intelligent behavior, such as using case studies and simulations to apply knowledge, finding humor in situations, thinking creatively, listening empathetically, and managing impulses before reacting. The document emphasizes modeling behaviors as an educator and having fun while sparking thinking in students.
Effective questioning and reacting techniques
The document discusses questioning techniques that teachers can use to generate interaction in the classroom. It identifies different types of questions, such as convergent and divergent questions, and skills teachers should develop like varying question types and allowing sufficient wait time. Teachers are advised to know their own questioning style, increase their repertoire of high-level questions, and consider students' abilities when asking questions. The document also provides tips for encouraging students to ask questions, such as praising well-formulated questions, attending to students' questions, and allotting time for open questioning.
The art of questioning an essential skill for successful teaching.
The analytical concept of teaching considers teaching as a complex skill comprising various component teaching skills. Component of teaching skills are a set of interrelated component teaching behaviors for the achievement of specified instructional objectives.
The art of questioning is the most potent weapon in the educational armory of the teacher. During a lesson, the teacher will have to ask different types of questions, depending on the situation and purpose to be achieved.
Recommended
The Art of Questioning.pptx
This document discusses the importance of questioning skills for teachers. It identifies questioning as a key component teaching skill and outlines several purposes of effective questioning, including motivating students, creating interest, testing knowledge, and stimulating thinking. The document then provides guidelines for developing high-quality questions, such as being clear, purposeful, and thought-provoking. It also discusses best practices for questioning techniques, such as pausing after asking questions, calling on students randomly, and distributing questions across cognitive levels and students. Overall, the document emphasizes that mastering questioning skills is an important art for effective teaching.
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
Monitoring student learning in the classroom
This document discusses 3 key points about monitoring student learning in the classroom:
1. Redirection and probing of student responses is positively related to achievement when focused on accuracy and clarity, but unrelated when vague or critical.
2. Acknowledging correct student responses positively impacts achievement.
3. Praise is effective when used sparingly, directly related to responses, and sincere, but general praise is less effective.
probing questions.pptx
Skill of Probing Questions
Samruddhi Chepe
Questioning to promote higher-order Thinking
To open new ideas and creative mental habits
An open-ended- Which encourage divergent thinking
Nurturing educational environment strengthens the brain
Taxonomy of Benjamin Bloom
Categorized level of abstraction of questions-
Knowledge-List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension- Summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application- Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Strategies to make classrooms more interrogative
Use the think-pair-share strategy to allow students to respond to questions cooperatively
Avoid predictable question patterns
Ask students to “unpack their thinking”
Promote active listening by asking for summaries
Ask students why they hold a particular position or point of view on a subject
Survey the class
Encourage student-constructed questions
Use hypothetical thinking
Employ reversals
Apply different symbol
Use analogies
Analyze points of view
Questioning skill
Structure-
Grammatically correct
Relevant
Specific
Concise
Process-
Speed of asking questions
Voice
Unnecessary repetition of questions as well as students’ answers
Distribution
Product-
Interest created, attentiveness
Rapport built
Previous knowledge of pupils
Maturity level of pupils
Difficulty level of questions
Avoid
Questions requiring yes or no answers
Leading, suggestive questions
Double barreled questions
Elliptical questions
General/ambiguous questions
Terms beyond the understanding of students
Rhetorical questions
Unnecessary repetition of questions
Unnecessary repetition of answers given by students
Answering your own
Showing anger, impatience, ridicule for wrong, inadequate or slow answer
Asking only the recall/memory based questions
Responses
No response
Wrong response
Partially correct response
Incomplete response
Correct (criterion) response
The components of skill of probing questions
Prompting- No response, a partially correct response or wrong response
Seeking further information- When response obtained from the student is incomplete
Refocusing- Correct response, to view students responses in relation to other similar situations
Increasing Critical Awareness-To increase student ability to look at situations deeply, critically
Criterion Response- To clear ideas and to get correct response
Guidelines……
Questions were grammatically correct
Questions were relevant to the top
Questions were specific
Questions were concise
Questions were put with paper pause
Questions were followed by proper pause
Questions were put with proper voice
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.
Characteristics of intelligent behavior
This document is a student paper for a MED/560 class that discusses characteristics of intelligent behavior. It defines intelligent behavior as the ability to acquire, retain, and apply knowledge to solve problems and cope with new experiences. It provides examples of how students can demonstrate intelligent behavior, such as using case studies and simulations to apply knowledge, finding humor in situations, thinking creatively, listening empathetically, and managing impulses before reacting. The document emphasizes modeling behaviors as an educator and having fun while sparking thinking in students.
Effective questioning and reacting techniques
The document discusses questioning techniques that teachers can use to generate interaction in the classroom. It identifies different types of questions, such as convergent and divergent questions, and skills teachers should develop like varying question types and allowing sufficient wait time. Teachers are advised to know their own questioning style, increase their repertoire of high-level questions, and consider students' abilities when asking questions. The document also provides tips for encouraging students to ask questions, such as praising well-formulated questions, attending to students' questions, and allotting time for open questioning.
The art of questioning an essential skill for successful teaching.
The analytical concept of teaching considers teaching as a complex skill comprising various component teaching skills. Component of teaching skills are a set of interrelated component teaching behaviors for the achievement of specified instructional objectives.
The art of questioning is the most potent weapon in the educational armory of the teacher. During a lesson, the teacher will have to ask different types of questions, depending on the situation and purpose to be achieved.
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.
Chapter 8 – chappis ben & kathleen
Daily questioning can be an effective form of assessment. Through questions, teachers can check for understanding, access prior knowledge, and provoke thinking. This can be done through class discussions, conferences, oral exams, and student journals. However, certain conditions must be met for personal communication assessments to be effective. Teachers and students must share a common language, and enough information must be gathered to make inferences. Questioning is best used formatively to guide instruction rather than summatively.
Presentation report
This document discusses important questioning skills for teachers to generate interaction among students, such as varying question types, calling on non-volunteers, rephrasing questions, and allowing sufficient time for students to respond. It emphasizes asking open-ended, higher-order thinking questions and providing feedback to students. Teachers should know their own questioning style, increase their repertoire of question types, and consider students' abilities when asking questions to improve their technique. Encouraging students to ask questions also promotes participation and curiosity.
Intelligent behavior presentation
The document discusses characteristics of intelligent behavior that teachers should model, teach, and observe in students. It provides examples of these characteristics, such as problem recognition, problem solving, project-based learning, using humor, empathizing with others, and continuous learning. It also provides suggestions for how teachers can support these characteristics in their classrooms, including incorporating projects, think tanks, encouraging feedback, and embracing new ideas.
Intelligent behavior presentation
The document discusses characteristics of intelligent behavior that teachers should model, teach, and observe in students. It provides examples of these characteristics, such as problem recognition, problem solving, project-based learning, using humor, empathizing with others, and continuous learning. It also provides suggestions for how teachers can support these characteristics in their classrooms, including incorporating projects, think tanks, encouraging feedback, and embracing new ideas.
Models associated with subject matter/discipline
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.
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The document discusses using formative assessment to inform instruction. It defines formative assessment as a way for teachers to monitor student learning through ongoing feedback in order to improve teaching and help students improve learning. The goal is not assessment scores but rather identifying student strengths, weaknesses, and addressing problems immediately. Effective formative assessment is informal, continuous and uses techniques like questioning, observing, discussing and collecting student work. Teachers can then use assessment data to create learner profiles detailing students' readiness, interests and learning preferences in order to better meet individual student needs through differentiated instruction and re-teaching.
Teaching Approaches
This document discusses four teaching approaches: direct instruction, homework, questioning, and group discussion. It provides details on how each approach should be used, including guidelines and examples. Direct instruction is best for teaching basic skills step-by-step. Homework can benefit students if not overused but also takes away personal time. Effective questioning involves both closed and open-ended questions, and waiting time improves student responses. Group discussions allow students to participate directly but must be facilitated to avoid off-topic conversations.
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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 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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This document provides an overview of best tutoring practices for new learning assistants. It discusses general tutoring tips, such as establishing rapport, respecting students, using empathy, and maintaining confidentiality. It also covers techniques like Socratic questioning, active listening, and fostering independent learning. Socratic questioning involves asking open-ended questions to determine a student's problem areas, what they know, and help them find the right answer. Active listening requires avoiding distractions, showing empathy, patience, and summarizing. The goal is to create independent learners through active learning techniques where students participate in the learning process rather than passive learning where the tutor explains concepts.
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CLIL
The document discusses effective questioning techniques for teachers to use in the classroom. It begins by explaining that teachers traditionally use questions to check learning and understanding, but should also use more open-ended questions to encourage deeper thinking. It then provides examples of different questioning strategies like "thinking time", "no hands up", and "phone a friend" which give students more time to formulate responses and participate more fully. The document concludes by emphasizing the importance of using higher-order "big questions", "focus questions", and "fat questions" that challenge students to provide more complex, extended answers in order to develop critical thinking skills.
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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.
Intelligent behavior
This document discusses several intelligent behaviors that teachers should model, teach, and promote in students, including critical thinking, creativity and innovation, persistence, listening with empathy, applying knowledge to new situations, and finding humor. For each behavior, examples of how to demonstrate it in the classroom are provided, such as using open-ended questions, multiple intelligence assignments, stories of persistence, debates, interviews, problem-solving activities, jokes, and humor. The goal is for students to develop these skills that will help them succeed in school and beyond.
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The document discusses strategies for motivating students in the classroom. It suggests capitalizing on students' existing needs and interests, setting achievable goals, providing feedback, and emphasizing mastery of material over grades. The document also recommends being enthusiastic about the subject, varying teaching methods, and assigning reading well in advance with study questions to promote student motivation and engagement.
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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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.
Chapter 8 – chappis ben & kathleen
Daily questioning can be an effective form of assessment. Through questions, teachers can check for understanding, access prior knowledge, and provoke thinking. This can be done through class discussions, conferences, oral exams, and student journals. However, certain conditions must be met for personal communication assessments to be effective. Teachers and students must share a common language, and enough information must be gathered to make inferences. Questioning is best used formatively to guide instruction rather than summatively.
Presentation report
This document discusses important questioning skills for teachers to generate interaction among students, such as varying question types, calling on non-volunteers, rephrasing questions, and allowing sufficient time for students to respond. It emphasizes asking open-ended, higher-order thinking questions and providing feedback to students. Teachers should know their own questioning style, increase their repertoire of question types, and consider students' abilities when asking questions to improve their technique. Encouraging students to ask questions also promotes participation and curiosity.
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The document discusses characteristics of intelligent behavior that teachers should model, teach, and observe in students. It provides examples of these characteristics, such as problem recognition, problem solving, project-based learning, using humor, empathizing with others, and continuous learning. It also provides suggestions for how teachers can support these characteristics in their classrooms, including incorporating projects, think tanks, encouraging feedback, and embracing new ideas.
Intelligent behavior presentation
The document discusses characteristics of intelligent behavior that teachers should model, teach, and observe in students. It provides examples of these characteristics, such as problem recognition, problem solving, project-based learning, using humor, empathizing with others, and continuous learning. It also provides suggestions for how teachers can support these characteristics in their classrooms, including incorporating projects, think tanks, encouraging feedback, and embracing new ideas.
Models associated with subject matter/discipline
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.
Questioning Techniques
Principles and Strategies of Teaching 1 Report by Ronald James A. Fiel
3-BEED-A
University of Southern Mindanao
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The document discusses using formative assessment to inform instruction. It defines formative assessment as a way for teachers to monitor student learning through ongoing feedback in order to improve teaching and help students improve learning. The goal is not assessment scores but rather identifying student strengths, weaknesses, and addressing problems immediately. Effective formative assessment is informal, continuous and uses techniques like questioning, observing, discussing and collecting student work. Teachers can then use assessment data to create learner profiles detailing students' readiness, interests and learning preferences in order to better meet individual student needs through differentiated instruction and re-teaching.
Teaching Approaches
This document discusses four teaching approaches: direct instruction, homework, questioning, and group discussion. It provides details on how each approach should be used, including guidelines and examples. Direct instruction is best for teaching basic skills step-by-step. Homework can benefit students if not overused but also takes away personal time. Effective questioning involves both closed and open-ended questions, and waiting time improves student responses. Group discussions allow students to participate directly but must be facilitated to avoid off-topic conversations.
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 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.
Best tutoring practices
This document provides an overview of best tutoring practices for new learning assistants. It discusses general tutoring tips, such as establishing rapport, respecting students, using empathy, and maintaining confidentiality. It also covers techniques like Socratic questioning, active listening, and fostering independent learning. Socratic questioning involves asking open-ended questions to determine a student's problem areas, what they know, and help them find the right answer. Active listening requires avoiding distractions, showing empathy, patience, and summarizing. The goal is to create independent learners through active learning techniques where students participate in the learning process rather than passive learning where the tutor explains concepts.
Questioning PPT - JSS ioe skp
This document discusses questioning techniques in pedagogy. It defines questioning as an expression of inquiry that invites a reply and stimulates learner thinking. The document outlines six types of questions: open questions, closed questions, specific questions, probing questions, leading questions, and reflective questions. It provides examples and descriptions of each type. Finally, the document discusses the importance of questioning in teaching and learning, noting it can encourage discussion, arouse interest, maintain learning, summarize major points, reinforce learning, stimulate student questioning skills, allow for review and reteaching, and assess both teaching and student learning.
Effective_Questioning &Talk.pdf
Questioning is an important tool for AFL.
Effective questioning helps students improve their critical thinking and communication skills.
It helps teachers to assess their learners and their own teaching. It helps teachers to modify their teaching practices
CLIL
The document discusses effective questioning techniques for teachers to use in the classroom. It begins by explaining that teachers traditionally use questions to check learning and understanding, but should also use more open-ended questions to encourage deeper thinking. It then provides examples of different questioning strategies like "thinking time", "no hands up", and "phone a friend" which give students more time to formulate responses and participate more fully. The document concludes by emphasizing the importance of using higher-order "big questions", "focus questions", and "fat questions" that challenge students to provide more complex, extended answers in order to develop critical thinking skills.
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.
Intelligent behavior
This document discusses several intelligent behaviors that teachers should model, teach, and promote in students, including critical thinking, creativity and innovation, persistence, listening with empathy, applying knowledge to new situations, and finding humor. For each behavior, examples of how to demonstrate it in the classroom are provided, such as using open-ended questions, multiple intelligence assignments, stories of persistence, debates, interviews, problem-solving activities, jokes, and humor. The goal is for students to develop these skills that will help them succeed in school and beyond.
Task 7.pptx
Inquiry-based learning starts with students asking questions about a topic, which drives their investigation into new material. It is motivated by student curiosity and allows them to learn at their own level. While it requires student participation, the teacher guides the inquiry process and connects learning to curriculum outcomes. Assessments focus on essential understandings rather than surface-level content. Examples of inquiry-based learning commonly come from science classes, where students develop questions and hypotheses to answer through hands-on activities and research.
Motivating Students
The document discusses strategies for motivating students in the classroom. It suggests capitalizing on students' existing needs and interests, setting achievable goals, providing feedback, and emphasizing mastery of material over grades. The document also recommends being enthusiastic about the subject, varying teaching methods, and assigning reading well in advance with study questions to promote student motivation and engagement.
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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For grade 5 science, the four quarters cover topics like properties of materials, human and animal reproduction, motion and forces, and weather and the earth's surface. The duration is usually 1-2 weeks per competency.
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ENGLISH MELCs Grade 5.pdf
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ARTS MELCs Grade 5.pdf
This document contains the quarterly content standards, performance standards, most essential learning competencies, and duration for an Arts subject for Grade 5.
It outlines the key topics to be covered each quarter, including drawing architectural artifacts and buildings using cross-hatching, creating replicas of Philippine artifacts and houses, printmaking using lines and textures, and sculpting using colors, shapes and balance.
For each quarter, it lists the learning competencies that must be achieved, such as demonstrating techniques like cross-hatching, presenting artifacts of the local area, and participating in an exhibit. It also allocates the number of weeks spent on each competency.
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The document discusses accreditation of higher education institutions in the Philippines. It outlines the goals of accreditation which include stimulating quality improvement, identifying institutions that meet quality standards, and assisting in institutional evaluation and planning. It also describes the various accrediting bodies that operate in the country, including those focused on Catholic, Protestant, state, and non-sectarian institutions.
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Questionning.pptx
- 1. Effective responses to student’s quiries
- 2. “ “I have no particular talent. I am merely inquisitive” - Albert Einstein 2
- 4. Asking questions ⊹ Establish Expectations Early ⊹ Let students know who will be called on and why. ⊹ Prepare meaningful questions in advance. × High Level Questions × Divergent Questions × Structure Questions × Single Questions ⊹ Be cautious of asking “Are there any questions?” 4
- 5. High Level Questions require analysis, synthesis, or evaluation and often begin with "why" or "how." Divergent Questions have multiple plausible responses, which make them "safer" to answer Structured Questions point students toward a context or frame within which they can formulate an answer 5 Single Questions clearly let students know what you are asking them
- 6. Strategies to use when students respond ⊹ Reinforcement ⊹ Probing ⊹ Adjust/Refocus ⊹ Redirect ⊹ Rephrasing ⊹ Using “wait time” 6 Strategies to use when students don’t respond
- 7. Responding to students questions ⊹ Answer the question yourself ⊹ Redirect the question to the class ⊹ Attempt to help the student answer his own question. ⊹ Ask the student to stop after class to discuss the question. ⊹ Refer the student to a resource where she can find the answer. ⊹ Defer the question until a more appropriate time if the question is not connected to the material you're covering. 7
- 8. Listening Actively ⊹ Repeat Questions/comments to the whole class. ⊹ Give clear signals to students that you are listening. ⊹ Acknowledge all students contributions. 8
- 9. “ “Be less curious about people and be curious about ideas” - Marie Curie 9
Editor's Notes
- The instructor should reinforce student responses and questions in a positive way in order to encourage future participation. The instructor can reinforce by making positive statements and using positive nonverbal communication. Proper nonverbal responses include smiling, nodding and maintaining eye contact, while improper nonverbal responses included looking at notes while students speak, looking at the board, or ruffling papers. The type of reinforcement will be determined by: The correctness of the answer. If a student gives an answer that is off-target or incorrect, the instructor may want to briefly acknowledge the response, then think of ways to help the student provide a correct answer. The instructor could use strategies such as probing, paraphrasing, or asking the question in a different way. The number of times a student has responded. Instructors may want to provide a student who has never responded in class with more reinforcement than someone who responds often.