Questioning

Learning About Questioning Strategies Read chapter 6 in Larson and Keiper's //Instructoinal Strategies// book. This chapter is about questioning strategies to use in teaching. It's important to become familiar with different types of questioning strategies -- and different aspects of posing and framing questions - before we can discuss ways to effectively use questioning strategies in your teaching.



=What is a "question" ?=

===A question may be either an expression used to make a request for [|information], or else the request itself made by such an expression. This information is provided with an [|answer]. ===

Observations of both elementary and secondary classrooms has shown that teachers significantly overuse knowledge questions. In fact, during the course of an average day, many teachers will ask upward of 300 or more knowledge-based questions.

Never end a presentation by asking, “Are there any questions?” This is the surest way to turn off students. Instead, say something like, “Take five minutes and write down two questions you have about the lesson. Share those questions and discuss possible answers with a partner.”

Read more on TeacherVision: [|http://www.teachervision.fen.com/teaching-methods/new-teacher/48445.html#ixzz1d2teEpU9]

Read more on TeacherVision: [|http://www.teachervision.fen.com/teaching-methods/new-teacher/48445.html#ixzz1d2taFMNy]

=**Planning questions**=

•A successful lesson cannot be made up of just one type of question •Different types of questions allow you to discover different types of understandings ===•You need to determine beforehand some major questions you want to ask and plan the order in which you want to ask them ===

=Lower-level questions=

•Helpful to use when you want to __quiz__ orally as many students as possible to __determine__ if they are being attentive •Also helpful to __check for understanding__ of basic concepts along the way in a lesson  •Be sure to __use additional ways__ to check for understanding; one right answer from one student isn’t enough to move on

=Higher-level questions=

•Use to encourage __discussion__ & stimulate student thinking •Don’t __start__ a discussion/lesson with too high of a question as it discourages participation from some students  •Use when solving multi-step __problems__  •Establish __procedures__ for responding to higher-level questions (often called “open” questions)

=Convergent & Divergent Questioning=

__CONVERGENT:__ have one answer or a few acceptable answers __DIVERGENT: __ answer can be presented in many possible ways (may or may not have incorrect answers)

=Comprehension questions from Chapter 12 - //A History of Our Nation.// Are these "good" questions or "bad" questions? What can students and teachers learn with/from them?=

•What gains did Union forces make in the western part of the Confederacy in the first two years of the Civil War? •Briefly summarize Union efforts to capture the southern capital of Richmond in 1861-1863 •Why did Lincoln suspend the writ of habeas corpus? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">•What laws did the Republic Congress pass during the Civil War to support economic development? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">•Describe the medical and health conditions faced by Union and Confederate soldiers. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">•What was the result of the Battle of Gettysburg? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">•What were the immediate and the long-term effects of Sherman’s march to the sea? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">•Briefly describe the events of 1865 that lead to Lee’s surrender.

** Bloom's Taxonomy ** || In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom), updated the taxonomy to reflect relevance to 21st century work. The two graphics show the revised and original Taxonomy. Note the change from nouns to verbs associated with each level. //Note that the top two levels are essentially exchanged from the traditional to the new version.// || **Old Version** || [|Kathy Shrock's "Google Tools to Support Bloom's Revised Taxomy"] Bloom's Digital Taxonomy by Andrew Churches. [|A Model of Learning Objectives.] http://www.teachers.ash.org.au/researchskills/dalton.htm
 * [[image:http://www.odu.edu/educ/roverbau/Bloom/fx_Bloom_New.jpg width="281" height="243" caption="New Bloom Triangle"]]
 * New Version**
 * **Remembering** **:** can the student recall or remember the information? |||| define, duplicate, list, memorize, recall, repeat, reproduce state ||
 * **Understanding:** can the student explain ideas or concepts? |||| classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase ||
 * **Applying** : can the student use the information in a new way? |||| choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. ||
 * **Analyzing** : can the student distinguish between the different parts? |||| appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. ||
 * **Evaluating** : can the student justify a stand or decision? |||| appraise, argue, defend, judge, select, support, value, evaluate ||
 * **Creating** : can the student create new product or point of view? |||| assemble, construct, create, design, develop, formulate, write. ||