art of questioning part 2
DESCRIPTION
The art of questioning foe effectiveTRANSCRIPT
ART OF QUESTIONING(Part 2)
PRED 121: Principles and Strategies of Teaching 1
Importance
Even in today's modern educational practices, the art of questioning has remained one of the best tools in promoting effective learning.
In fact, questioning continues to be an essential component of good teaching.
There are even some people who believe that the effectiveness of a teacher can be measured by his ability to ask good questions. And yet too many teachers take this teaching tool for granted, or use it carelessly.
Purpose
To motivate
the learners
Assess knowledge and skills
To review content
To develop critical
thinking of pupils
The photograph "Coal Breaker Boys" was taken in Kingston, Pennsylvania, between 1890 and 1910. It is available in the American Memory Collection Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920,
Levels of Questions 1. Bloom's Taxonomy
evaluation
synthesis
analysis
application
comprehension
knowledge
Bloom's Taxonomy
• Wh- words, choose find, define, label, list match, spellKnowledge
- recalling facts, terms basic concepts and answers
• compare, contrast, infer demonstrate, interpret, explain, illustrate, outline relate,rephrase translate, summarize, show, classify
Comprehension- demonstrate understanding of facts by organizing, comparing, translating, describing & stating main ideas
• apply, build, choose, construct, develop interview, make use of, organize plan, select, solve, utilize, model, experiment
ApplicationSolve problems to new situations by applying
acquired knowledge, facts, techniques, and rules in a
different way.
Bloom's Taxonomy • analyze, categorize, classify, compare,
contrast,• discover, dissect, divide, examine, inspect,• simplify, survey, take part in, test for,
distinguish,• list, distinction theme, relationships, function,• motive, inference, assumption, conclusion
AnalysisExamine and break
information into parts by identifying motives or
causes. Make inferences and find evidence to support
generalizations
• build , choose, combine, compile , compose ,• construct, create, design, develop, estimate
SynthesisCompile information together in a different way by combining elements in a new pattern or proposing alternative solutions.
• Conclude, criticize, decide, determine , evaluate, judge, prove, assess, deduct, perceive, opinion, recommend, agree
EvaluationPresent and defend opinions by making judgments about information, validity of ideas, or quality of work based on a
set of criteria.
The photograph "Coal Breaker Boys" was taken in Kingston, Pennsylvania, between 1890 and 1910. It is available in the American Memory Collection Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920,
Bloom's Taxonomy
Knowledge When was this picture taken?Where was this picture taken?
Bloom's Taxonomy
Comprehension What is happening in this picture?Why are these boys dressed like this?
Bloom's Taxonomy
Application How would you describe the photograph
to others?What caption would you write for this photograph (say, in a newspaper)?
Bloom's Taxonomy
Analysis Why are these boys here and not in school?What do you know about their lives based on this photo?
Bloom's Taxonomy
Synthesis What might these boys say about their work in an interview setting?What might they say about their future?
Bloom's Taxonomy
Evaluation What is the significance of this photo for the
time period depicted?Compare this photo with one of three boys
from today of the same age. How are their lives similar? How are they different?
Exercises:
Levels of Questions
2.Galdon’s Collapsed Categories of Teaching
Literal Critical Inferential Creative
Galdon’s Collapsed Categories of Teaching
LITERAL LEVEL COMPREHENSION- Understanding explicitly stated information.- Reading along the lines.
Questions ask for:- details - sequence of events - character traits - cause and effect relationships
Galdon’s Collapsed Categories of Teaching
INFERENTIAL LEVEL COMPREHENSION› Understanding implicitly stated information.› Reading between the lines.
Questions ask for:- conclusions- recognition of hidden meanings- generalizations- translations of old knowledge into new insights
Galdon’s Collapsed Categories of Teaching
INFERENTIAL LEVEL COMPREHENSION
Examples:What do you think Angelo should do?What do you think was meant by……?What evidence can you cite for the inference?
Galdon’s Collapsed Categories of Teaching
CRITICAL LEVEL COMPREHENSION› Understanding of information so that value
judgments can be made.› Reading beyond the lines.
Questions ask for:- value of theories- comparison and discrimination between and
among ideas- choices and reasoning- judgments
Galdon’s Collapsed Categories of Teaching
CRITICAL LEVEL COMPREHENSIONExamples:Does the character’s idea make sense? Why?If you were the character, would you do the same thing? Why?Do you think the author chose the best title for this story? Explain.Differentiate fact from opinion?Given the situation, what decision would you make?
Galdon’s Collapsed Categories of Teaching
CREATIVE LEVEL COMPREHENSION› Involves making personal responses.› Application of what has been read.
› Questions are geared for:› action/ demonstration› use of new methods, concepts into different
situations› solving problems and using skills and knowledge
in text
Galdon’s Collapsed Categories of Teaching
CREATIVE LEVEL COMPREHENSIONExamples:› Create a song/ poem/jingle/ rap/ dance that
would express how you understand the story.› If you were the author, how would you end the
story?› What could be a better title for this story?› Propose a solution to …….› Organize a plan to…….› Think of some new ways to ……› Write a…..
Galdon’s Collapsed Categories of Teaching
Literal• Look at
the data.
Inferential• Think
about the data.
Critical• Reflect on
what you have thought.
CreativeCreate new ideas and
applications
Exercises:
Excerpt from “The Little Prince” by Antoine de Saint Exupery
The little prince went away, to look again at the roses.
"You are not at all like my rose," he said. "As yet you are nothing. No one has tamed you, and you have tamed no one. You are like my fox when I first knew him. He was only a fox like a hundred thousand other foxes. But I have made him my friend, and now he is unique in all the world."
Excerpt from “The Little Prince” by Antoine de Saint Exupery
"You are beautiful, but you are empty," he went on. "One could not die for you. To be sure, an ordinary passerby would think that my rose looked just like you--the rose that belongs to me. But in herself alone she is more important than all the hundreds of you other roses: because it is she that I have watered; because it is she that I have put under the glass globe; because it is she that I have sheltered behind the screen; because it is for her that I have killed the caterpillars (except the two or three that we saved to become butterflies); because it is she that I have listened to, when she grumbled, or boasted, or ever sometimes when she said nothing. Because she is my rose.
Excerpt from “The Little Prince” by Antoine de Saint Exupery
And he went back to meet the fox. "Goodbye," he said. "Goodbye," said the fox. "And now
here is my secret, a very simple secret: It is only with the heart that one can see rightly; what is essential is invisible to the eye."
"What is essential is invisible to the eye," the little prince repeated, so that he would be sure to remember.