chapter 7 questioning
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Effective Questioning
SCED 570, Fall 2011
Chap 7.
Questioning: an essential tool
Strategic questioning: selecting and using specific types of questions.
Researchers have created a variety of ways to categorize types of questions: Bloom’s Taxonomy Socratic Questioning Productive questions (Martens, 1999) Blosser’s Question Category System
for Science (QCSS, 1973)
Bloom’s Taxonomy
Knowledge ComprehensionApplicationAnalysisSynthesisEvaluation
Socratic Questioning conceptual 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
QCSS (Blosser, 1973)
Closed Questions Memory Convergent thinking
Open (open-ended) Questions Evaluative Divergent thinking
ManagerialRhetorical
http://www.narst.org/publications/research/question.cfm
Types of Questions
Research 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 responses Stimulate discussion
Inquiry & Questioning
Questioning can lead to deeper inquiry experiences. “feedback loop”
1- Teachers ask questions to elicit levels of student understanding
2- Students respond- orally, diagram, drawings 3- Teachers recognize and acknowledge student responses. 4- Teachers provide scaffolds to improve learning and
understanding.
Inquiry & Questioning
5-E Model Table 7-1 (p. 188)
Engage- Initiate Inquiry
Explore- Guide Discussions of Observations
Explain- Guide Discussions of Explanations
Elaborate- Guide Discussions of Applications to New Situations
Questions to promote inquiry http://tlc.ousd.k12.ca.us/~acody/inquiryquery.html
Respond to students (Table 7-2 p.195)
Accept student responses Acknowledge, reinforce, repeat Establish safe learning environment
Extend student responses Build on, compare, apply, summarize
Probe student responses Go beyond superficial responses Build on ideas, clarify, justify, verify
Final thoughts
Questions 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’ metacognition
Broaden questioning repertoire Support critical thinking skills Support inquiry in the science classroom
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