Questioning

Question 1

purposes for asking questions

Answer 1

motivate and arouse interest
maintain attention
redirect learning
control social behaviour
check for recall
identify problems in understanding
encourage higher level thinking
strengthen learning
encourage discussion
evaluate learning

Question 2

main types of questions

Answer 2

closed vs open
convergent vs divergent
evaluative

Question 3

questioning to promote learning

Answer 3

student self-esteem and participation are affected by:
kinds of questions
way the questions are asked
responses that teacher gives

avoid using only yes/no questions
redirect questions to involve more students
avoid students calling out
rephrase the question if answer not given
show interest in student's answer
avoid sarcasm
allow wait time
check for understanding
active listening
ask child to elaborate/summarise

Question 4

questioning process

Answer 4

ask a question
pause, wait time
call on a student (named or request)
student responds (right or wrong)
pause
react (rephrase to clarify, redirect for more information)
respond, rephrase, redirect, probe (rephrase to raise level of response, respond to reinforce, probe to help student answer)

Question 5

convergent (closed) questions

Answer 5

check explicit facts
ice-breakers
focus student thinking
lead to divergent questions
students enjoy giving short answers
time to include many closed questions in lessons for maximum participation
one or two word answers (generally)

Question 6

divergent (open) questions

Answer 6

checks implicit understanding
require inferences
combines explicit information with existing knowledge and personal experience
examines main ideas
may include feelings or opinions
assists students to clarify ideas
may include predictions, connections, comparisons, personal experiences

Question 7

evaluative questions

Answer 7

logical judgements
drawing conclusions
consider others point of view
identify fact vs opinion, bias, propaganda, validity
seek opinions
allow for reflection
allow for application of knowledge
allow for connection to existing knowledge

Question 8

Costa’s model of intellectual functioning

Answer 8

1: questions gather and recall information
2: questions make sense of gathered information
3: questions apply and evaluate information

Question 9

Bloom’s revised taxonomy

Answer 9

1. Remembering
2. Understanding
3. Applying
4. Analysing
5. Evaluating
6. Creating

Question 10

handling the wrong answer

Answer 10

acknowledge student contribution
find out how the student came up with the answer
suggest the answer may be correct for an alternative question
learn from what is given
relate to other knowledge
rephrase the question

Question 11

habits to avoid in questioning

Answer 11

answer the question
restating what the student said
using as punishment
keeping talking
belittling a student