QUESTIONING: Types & Techniques

1. QUESTIONING: Types & Techniques Aspects of Instruction

2. “To question well is to teach well. In the skillful use of questions, more than anything else, lies the fine art of teaching.” Earnst Sachs • Questioning occurs in all aspects of life. • 80% of classroom talk is questions • Some teachers ask more than 100 every hour!! (Borich, 1992)

3. The Purpose! It is an assessment technique that allows teachers to check for comprehension at various levels. Through questions, we can help students to expand their knowledge and think creatively – outside the box.

4. 5 Reasons Teachers Question • Keeps students actively involved • Gives students opportunity to express ideas • Enables students to hear different explanations from their peers • Helps teachers pace lessons & moderate student behaviour • Helps teachers evaluate student learning & revise lesson if necessary.

5. Good vrs. Bad Questions “Good questions outrank easy answers!” - unknown

6. Good Questions • Asking a good question will develop & foster interaction. • It promotes student learning, achievement & understanding. • Sanders (1966) stated, “Good questions recognize the wide possibilities of thought and are built around various forms of thinking. Good questions are directed toward learning and evaluative thinking rather than determining what has been learned in a narrow sense.”

7. “A good question is never answered. It is not a bolt to be tightened into place. But a seed to be planted and to bear more seed. Toward the hope of greening the landscape of ideas.” - John Ciardi, 1972

8. Good vrs. Bad “No question is a bad question.” Well, for teachers this is not the case!! “I refuse to answer that question on the grounds that I don’t know the answer.” - Douglas Adams

9. What is a BAD Question? • Must be aware of how our listener interprets our questions so as not to insult them – cultural differences, boundaries, etc. – they could feel threatened or even punished … • Some listeners will be turned off & hesitant to answer again. • They may feel stupid and maybe even withdraw – put their heads down or avoid eye contact. • May evoke negative feelings towards learning. • We need to NOT: 1. Ask vague questions 2. Ask tricky questions 3. Ask questions that are too abstract for age or ability level

10. Various Types of Questions

11. Convergent/Direct/Closed ** Most time is spent on these types • Answers are limited- single word or short answer. • Lower levels of cognition • Factual information that can be memorized • Doesn’t necessarily develop a deep understanding • Relied on to keep the lesson paced & keep attention of students, maintain control. • Test for understanding • A misplaced closed question can kill the conversation and lead to awkward silences.

12. Divergent/Indirect/Open • Higher levels of cognition or reasoning skills • Knowledge used to problem solve, analyze & evaluate • Deep understanding is needed to answer • Elicit longer answers • Asks for knowledge, opinions or feelings • “What?”, “Why?”, “How?”, “Tell me”, “Describe” • Good for 1. Developing more open conversation 2. Finding more detail 3. Finding others opinions or issues ** Should ask a combination of both BUT individual student needs need to be determined to know the balance between the two.

13. Benjamin S. Bloom1913 - 1999 • Interested in thinking and its development • Wanted to reveal what students were thinking about when teachers were teaching because he recognized that it was what students were experiencing that ultimately mattered.

15. Bloom’s Taxonomy of Questions • Knowledge - tell, list, describe, relate, locate, write, find, state, name • Comprehension – explain, interpret, outline, discuss, distinguish, predict, restate, translate, compare, describe • Application – solve, show, use, illustrate, construct, complete, examine, classify • Analysis – analyze, distinguish, examine, compare, contrast, investigate, categorize, identify, explain, separate, advertise • Synthesis – create, invent, compose, predict, plan, construct, design, imagine, propose, devise, formulate • Evaluation – judge, select, choose, decide, justify, debate, verify, argue, recommend, assess, discuss, rate, prioritize, determine

16. “Good teaching is more a giving of right questions than giving right answers.” - Josef Albers

17. SOUNDS of SILENCE

18. Be QUIET! • Don’t interrupt a student right after the question has been asked • Give time to answer! • “Teachers rarely wait for more than 1.5 seconds after asking a question before interfering.” (Tobin, 1987) • 10 – 15 seconds seem to be adequate – 3 complete breaths

19. Students: More meaningful answers Improve accuracy Improved length Fewer “no answers” Teachers: Higher order questions Precise formulation of questions Varied & flexible questions Convey teachers attentiveness Benefits of Silence

20. “Some call it laziness. I call it deep thought!” - Garfeild

21. Conclusion Questions that are in line with students level of understanding, are high in clarity and are accompanied by a period of silence are likely to be successful! We can create a learning environment where higher order thinking is expected and practiced!!

22. “Tell me, and I’ll listen. Show me, and I’ll understand. Involve me, and I’ll learn.” - Lakota Indian Saying

23. References • Johnson, Randall. Questioning Techniques to Use in Teaching. JOPERD--The Journal of Physical Education, Recreation & Dance, Vol. 68, 1997 http://www.questia.com/googleScholar.qst;jsessionid=K6xJY2TTyKp169jnGb6Nq60hST6sJBfGKnJQWznMwynNrkhZTjfG!-1723388096!-868027653?docId=5002262405 • Bond, Nathan. Article: 12 Questioning Strategies that Minimize Classroom Management Problems. Kappa Delta Pi Record. October 1, 2007. http://www.highbeam.com/doc/1P3-1343459471.html • Brualdi, Amy C. (1998). Classroom questions. Practical Assessment, Research & Evaluation, 6(6). http://PAREonline.net/getvn.asp?v=6&n=6 • Questioning Techniques. http://www.mindtools.com/pages/article/newTMC_88.htm • 15 Questions & Questioning Techniques. www.worldscibooks.com/etextbook/5150/5150_chapl.pdf • Bloom’s Taxonomy of Questions. http://www.teachers.ash.org.au/researchskills/Dalton.htm