4 questions in teaching
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The document discusses the use of questions in teaching. It outlines several reasons for using questions, including to clarify lessons, ensure student participation, and develop student understanding. The document describes five basic types of questions (factual, convergent, divergent, evaluative, combinations) and different forms (open, closed, subjective, objective). It provides guidance on methods for asking and distributing questions, precautions when questioning students, and tactics for handling questions effectively. The document stresses using a variety of questioning techniques based on Bloom's Taxonomy to engage students at different cognitive levels.
4 questions in teaching
- 1. Use of Questions in Teaching Dr. Md. Abdul Momen Miah Professor, BAU, Mymensingh
- 2. Why Use Questions? To clarify need and prove why the lesson is to be learnt To ensure participation and active involvement in lessons To draw attention of learners and break monotony of lecturing To develop knowledge and understanding, ideas and thoughts
- 3. Why Use Questions? To strengthen reasoning ability, and insight of the learners To start a discussion, argument etc. to prompt a debate To clarify a difficult issue or to change affective behaviour To pace lesson and moderate student behaviour
- 4. Why Use Questions? To motivate and control class To increase self confidence and morale of the learners To establish relationship between teacher and learner To provide opportunities for feedback on presentation To assess and evaluate student learning and revise if needed
- 5. Types of Questions Five basic types: 1. Factual - lowest level of cognitive or affective processes 2. Convergent - levels of comprehension, application, analysis 3. Divergent - levels to analyze, evaluate or synthesize - may be aided by higher levels of affective functions
- 6. Types of Questions 4. Evaluative - analyzed or synthesized information and/or affective levels frequently in comparative frameworks. 5. Combinations - questions that blend any combination of the above.
- 7. Forms of Questions Open : several possible answers Closed : one answer (right or wrong) Subjective : personal opinions Objective : requires a factual answer
- 8. Methods of Asking by Teacher Overhead : Any one can answer Directed : Name-pause-question (NPQ) : Question-pause-name (QPN) : Name-question (NQ) Rhetorical : No one need to answer
- 9. Methods when Students Asking Answer directly Reverse the question Distribute among others to share Relay questions : sequencing content : sequencing among others
- 10. Distribution of Questions 1. Involve maximum members in question-answer 2. Distribute evenly among person dimension (male- female, ….) 3. Distribute evenly along content dimension (at each stage …..) 4. Distribute evenly along space dimension (left-right …..) 5. Distribute evenly along time dimension (beginning, middle ..)
- 11. Precautions in Using Questions Asking students : Do you understand ? : Is that clear ? : Any questions ? : OK ? Asking students to raise their hands if they do not understand
- 12. Precautions in Using Questions Very long or complex, and very difficult Double negative in a single sentence Two questions in a single sentence Not to give time to think and answer Not to keep time for students’ questions
- 13. Precautions in Using Questions Being too formal and stiff No appreciation for correct answer Never discount or put down a person for asking questions
- 14. Tactics of Handling Questions I: Students Asking Questions Repeat the question, paraphrasing it Redirect the question Ask probing questions Promote a discussion among the students
- 15. Tactics of Handling Questions II: Answering Questions Directly answer the question Postpone answering the question Discourage inappropriate questions Admit when you do not know an answer
- 16. Tactics of Handling Questions III: Asking Questions Ask open-ended, not just close-ended questions Ask divergent as well as convergent questions
- 17. Tactics of Handling Questions IV: Pauses and Silence Wait, pauses and silence are not inappropriate class behaviours Wait, give the students time to think (QPN or NPQ) Wait, or you will establish an undesirable norm
- 18. Tactics of Handling Questions V: Creating an Accepting Atmosphere Ask for questions Answer questions Answer students questions adequately Listen to the question, or to any student comments Do not put down the students
- 19. Question Based on Bloom’s Taxonomy As teachers we tend to ask questions in the "knowledge" category 80% to 90% of the time. Use other levels. Remember Understand Apply Analyze Evaluate Create
- 20. What we have discussed ----- Why use questions Types of questions Forms of questions Methods of asking questions Distribution of questions Precautions in asking questions Tactics of handling questions How to adopting Blooms Taxonomy in question
- 21. Feedback
- 22. Assessment of Learning--- , or Achievement of Objectives---- Give 5 reasons of using questions Mention the types of questions What methods of would you adopt in asking questions? How will you distribute questions? What precautions will you adopt in asking questions? How will you adopt Blooms Taxonomy in question?