Chapter 7 questioning
- 1. Chap 7.Effective Questioning SCED 570, Fall 2011
- 2. Questioning: an essential toolStrategic questioning: selecting and using specific types of questions. Researchers have created a variety of ways to categorize types of questions:Bloom’s TaxonomySocratic QuestioningProductive questions (Martens, 1999)Blosser’sQuestion Category System for Science (QCSS, 1973)
- 4. Socratic Questioningconceptual clarification questions(Why are you saying that? What exactly does this mean? )probing assumptions (How can you verify or disprove that assumption? What would happen if ... ? )probing rationale, reasons and evidence (What do you think causes ... ? What is the nature of this? )questioning viewpoints and perspectives (Why it is ... necessary? Who benefits from this? )probe implications and consequences (What are the implications of ... ? How does ... affect ... ? )questions about the question (Why do you think I asked this question?What does that mean? )From http://changingminds.org/techniques/questioning/socratic_questions.htm
- 5. QCSS (Blosser, 1973)Closed QuestionsMemoryConvergent thinking Open (open-ended) QuestionsEvaluativeDivergent thinking ManagerialRhetoricalhttp://www.narst.org/publications/research/question.cfm
- 6. Types of QuestionsResearch reveals a high frequency of basic questioning in the classroom:Rhetorical – “Are we all here?”“Read-it-and-repeat-it”Lower level thinking without further developmentMore open-ended questions:More thoughtful responsesStimulate discussion
- 7. Inquiry & QuestioningQuestioning can lead to deeper inquiry experiences. “feedback loop”1- Teachers ask questions to elicit levels of student understanding2- Students respond- orally, diagram, drawings3- Teachers recognize and acknowledge student responses.4- Teachers provide scaffolds to improve learning and understanding.
- 8. Inquiry & Questioning5-E Model Table 7-1 (p. 188)Engage- Initiate InquiryExplore- Guide Discussions of ObservationsExplain- Guide Discussions of ExplanationsElaborate- Guide Discussions of Applications to New SituationsQuestions to promote inquiry http://tlc.ousd.k12.ca.us/~acody/inquiryquery.html
- 9. Respond to students (Table 7-2 p.195) Accept student responsesAcknowledge, reinforce, repeatEstablish safe learning environmentExtend student responsesBuild on, compare, apply, summarize Probe student responses Go beyond superficial responses Build on ideas, clarify, justify, verify
- 10. Final thoughtsQuestions need to serve a purpose and reflect a genuine intent to promote learning.Wait time supports processing, increases participation, positive for students.Fade teachers’ questioning support; develop students’ metacognitionBroaden questioning repertoire Support critical thinking skillsSupport inquiry in the science classroom