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Why do we ask questions?
Why do we ask questions?
1. Manage Learning Environment
1. Manage Learning Environment
- Maintain Attention | Control Behaviour | Boost confidence
2. Promote Cognitive/emotional engagement
2. Promote Cognitive/emotional engagement
- Motivate students | Stimulate thinking
3. Assess Learning
3. Assess Learning
- Check for understanding | Surface Misconceptions
4. For further Instruction
4. For further Instruction
- Framing | Extend Thinking | Invite Summary
Types of Questioning
Types of Questioning
Properties
Properties
Traditional
Traditional
Constructivist
Constructivist
Purpose
Purpose
- Evaluate students' knowledge - do students know or not?
- Make students' thinking visible
- Help them elaborate and construct knowledge
Sequence
Sequence
- Initiate-Respond-Evaluate
- Teacher-Student-Teacher
- Initiate-Respond-Feedback-Respond-Feedback chain
- Reflective toss (when students ask a question)
- Student-Teacher-Student
Adjustment of questions
Adjustment of questions
- No adjustments
- Ask planned questions that are supposed to achieve agenda
- Listen to students' responses
- Adjust question to accommodate students' responses and learning needs
Nature
Nature
- Recall questions
- Yes or No questions
- Short answer questions
- Multiple choice questions
- Open questions (How, Evaluate, Why)
- Higher order thinking questions
- Engaging questions
- Two-tiered multiple choice questions
Teacher's Response
Teacher's Response
- Pounce on correct answers and praise them
- Show facial expression/words that give the game away or deter students from answering questions
- Correct wrong answers
- Delay announcing answer or even judgement on answers
- Acknowledge and accept students' contributions in neutral manner
Authority
Authority
- Teacher is authority and holds all knowledge claims
- Final say is with teacher
- Evaluation on quality of answer is shifted from teacher to students
Other Tips to asking questions
Other Tips to asking questions
1. Do not ask yes or no questions
1. Do not ask yes or no questions
Because the outcome will be ^
Because the outcome will be ^
2. Give ample wait time!
2. Give ample wait time!
3. Check for students' facial response
3. Check for students' facial response
4. Maintain your own expression
4. Maintain your own expression
5. Remember to ask students if they have any questions too!
5. Remember to ask students if they have any questions too!
Some other techniques
Some other techniques
1. Socratic Questioning
1. Socratic Questioning
- Pumping - Encouraging student to elaborate more
- Reflective Toss - Other students to respond to another student's question
- Constructive Challenge - Giving a question to the same student that stimulates thinking instead of giving corrective feedback
- Useful when student is obviously wrong
2. Verbal Jigsaw
2. Verbal Jigsaw
- Association of key words and phrases - Breaking down key terminologies to help students understand
- Verbal Cloze - Pausing mid-sentence for students to "fill in the blanks"
3. Semantic Tapestry
3. Semantic Tapestry
- Help students weave disparate ideas together into a conceptual framework
- Relating familiar daily experience to science. eg. when ice freezes in an ice mold, does the surface sink in or bulge out?
- Which property has changed? What about the mass? How does that affect density?
4. Framing
4. Framing
- Using questions to frame a problem or issue so as to structure the discussion that ensues.
- Question based Prelude - question at start to generate interest and also foreshadow upcoming content
- Question based Outline - big broad question
- Question based Summary - question and answer format of summary
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