Purpose of questioning.
To create a life long, independent learners who uses questioning as a tool to learn.
Characteristic
- Up to students level,clear and simple.
- Logically sequenced.
- Background(content of the topic)
Classification
- The literal level('right there on paper'): types of question most often used in the classroom. Eg. What is the color of the dog named Kasper.
- The inferential level('think and search') answers can be identified by reading in between the lines, like from the different.
- The applied ('on your own'): answers relies mainly own the readers background knowledge and experiences. Here the reader have to analyze, synthesize and evaluate themselves. eg. Do you think?
- Thinking time or wait time: Consciously waiting for students thinking an answer.(The gap between thinking)
- No hand questioning: students are aware that teachers will select the students to give an answer.
- Basketball questioning: move questions and discussions between student.
- Conscripts and volunteers: teacher selects answers from those who volunteers and also equally from those who do not.
- Phone a friend: If we are unable to answer that is being questioned, we can pass the question to another.
- Hot seating: Students will be asked to answer the question from the class and teacher.
- Preview: Questions are shared/displayed before being asked/ the start of the lesson.
- Pair rehearsal: pair of the student are able to discuss and agree responses to question together.
- Eaves dropping: listen to the group discussion and target specific question to groups and individuals.
- Big question: the setting of substantial and through question provoking.
- Fat question: seeking minimum answers.
- Skinny question: A traditional approaches to question and answer asking everyday questions with fixed/specific answer.
- Seek a partial answer: provides partly formal.
- Socratic questioning.
- Conceptual clarification
2. Probing Assumptions
What else could we assume.
3. Probing rational reasons and evidences.
4. Questioning view points and perspectives. Mainly focuses on the question that can be debatable.
5. Probe implications and consequences.
6. Questions about the questions: Eg: What was the point of asking the question?
2.Blooms taxonomy(Benjamin Bloom)
1. Remembering-able to recall, restate.
2. Understanding- read and translate in own understanding.
3. Applying- teach and apply in another way.
4. Analyzing- learners break learned information into its parts. eg; compare, contrast,examine.
5. Evaluating-judge, evaluate and justify.
6.Creating-construct and imagine.
3. Kipling questioning
5W and 1H(what,why,when,where,who and how)
Role of teachers(Socratic questioning)
- The teacher is a model of critical thinking who respects students view points, probes their understanding and shows genuine interest in their thinking.
- The teacher poses question that are more meaningful than those a novice(learner) of a given topic might develop on his or her own.
- The teacher create and sustain an intellectual and acknowledge the value of the student in that environment.
- Participates when called up.
- Answer questions as carefully and clearly as possible.
- Address the whole class so that everyone can hear their answer.
- Be as succinct as possible in the interest of maximizing classroom time and effectiveness.
Advantages of questioning
- Request that students think and do rather than just remember.
- Handling incorrect responses/no responses.
- Prompting.
- Support active, student-centered learning.
- Facilitate inquiry-based learning.
- Help students to construct knowledge.
- Help students to develop problem-solving skills.
- Promote student learning.
Disadvantages of questioning
- Time consuming.
- Minimum coverage of the context.
- Challenging for different kinds of learners.
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