Questioning made easy!
- 1. Questioning Made Easy! sharing by Wang Wei & Meow Ern 23 Feb 2010
- 2. Learning Objectives ： To understand the basic principles of the 3-cycle questioning technique and how it can be applied in class to facilitate differentiated instruction for students of different learning abilities. To understand the basic principles of the cognitive domain of Bloom’s Taxonomy and how it can be applied in questioning to develop students’ thinking skills.
- 3. Reflect on own teaching: What kind of responses do you usually get when you pose questions to students during lesson? Why is that so?
- 4. 3-Cycle Questioning Technique Cycle 1: Teacher: (question) Student: (answer) Cycle 2: Teacher: (probe/guide for understanding) Student: (answer) Cycle 3: Teacher: (question for critical/creative thinking) Student: (answer)
- 5. 3-Cycle Questioning Technique Cycle 1: Qn RESPONSE Cycle 2: Probe/Guide for understanding of qn or learning content Cycle 3: Further qn to develop higher order thinking skills Silence Wrong Ans Incomplete Right Ans
- 6. Video on a History Lesson Based on the teacher’s questions and students’ responses shown in the video, reflect on the following questions: What was the first question the teacher asked? Was it a lower or higher order thinking question? At which questioning cycle was the class discussion focused on? Why was that so?
- 7. Cycle 2: Probe/Guide to understand QN or Learning Content (LC) Silence Wrong Ans Incomplete 1. Can my students understand the question/LC? Do I need to rephrase/simplify question? Are there difficult/new terms used in the question that requires explanation? Do the students even know the LC well? 2. Guide the students to parts of the LC (word, phrase, sentence, paragraph, etc) to find the answer. 3. Point out which part of the answer is incomplete. Hint at parts of the question/content (words, phrase, etc) that students should pay attention to for a complete answer. 4. Get students to
- 8. Lower Order Thinking Questions vs Higher Order Thinking Questions Do we make a conscious effort to differentiate the level of questioning used?
- 9. Bloom’s Taxonomy (Cognitive Domain) Anderson and Krathwohl (2001)
- 10. Reflect in dept/subject areas: Which levels of questions do you usually ask during lesson or set in worksheets? - check agst your own lesson plans/worksheets Which levels of questions are asked in the national exams? - check agst the O/N level papers
- 11. Discuss in dept/subject areas: How do your decide whether to set higher/lower order thinking questions during lesson; in worksheets; for test/exams?
- 12. Considerations There is no need to expose students to all levels of thinking for every lesson. There can be a specific focus for each lesson. e.g. application However, for the entire unit, there should be 1 lesson that exposes students in all levels of thinking.
- 13. Suggestions for job assignment 3-step questioning technique Bloom’s taxonomy