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How to Ask Reading Questions

How to Ask Reading Questions. 北一女中 寧曉君老師 20110430. Bloom, et al., 1956. KNOWLEDGE. Remembering language, facts, theories; memorizing; recognizing; recalling identification and recall of information Who, what, when, where, how ...? Describe. COMPREHENSION. interpreting

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How to Ask Reading Questions

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  1. How to Ask Reading Questions 北一女中 寧曉君老師20110430

  2. Bloom, et al., 1956

  3. KNOWLEDGE • Remembering language, facts, theories; • memorizing; • recognizing; • recalling identification and • recall of information • Who, what, when, where, how ...? • Describe

  4. COMPREHENSION • interpreting • summarizing • Retell...

  5. APPLICATION • Use skills/strategies to complete a task. • problem solving; • applying information to produce some result; • use of facts, rules and principles • How is...an example of...? • How is...related to...? • Why is...significant?

  6. ANALYSIS • Break down information; categorize; organize • What are the parts or features of...? • Classify...according to... • Outline/diagram... • How does...compare/contrast with...? • What evidence can you list for...?

  7. SYNTHESIS • Combine information from different sources. • What would you predict/infer from...? • What ideas can you add to...? • How would you create/design a new...? • What might happen if you combined...? • What solutions would you suggest for...?

  8. EVALUATION • Critique information; conclude; provide an opinion • Do you agree...? • What do you think about...? • What is the most important...? • Place the following in order of priority... • How would you decide about...? • What criteria would you use to assess...?

  9. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state. • Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, • Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. • Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. • Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. • Evaluation: appraise, argue, assess, attach, choose compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate

  10. 2011 Oxford Day • “A good thought-provoking question is interesting.” • Makes you stop and think. • No easy answer. Students don’t know. Teachers don’t know. • We can’t predict how students will answer. • Carries some emotional charge. • Is a question we’ve faced in our own lives.

  11. Examples • Do you like your name? • What / Who makes you laugh? • How can you find a good job? • Why do we study other cultures? • What makes a happy ending? • What is the best kind of vacation? • When is honesty important? • Is it ever too late to change? • When is it good to be afraid?

  12. “The value of a thought-provoking question is multi-faceted.” • Stimulates students. • Connects with students at a very personal level; motivates students to communicate their ideas. • To answer requires not only good language skills, but the ability to think in English.

  13. “The value of a thought-provoking question is multi-faceted.” • Students know others will listen carefully, perhaps challenge their answers. This will naturally lead students to think of ways to support their opinions, perhaps with examples from their own life. • Thought-provoking questions push students to think critically—to naturally analyze, apply their ideas, and compare.

  14. 資訊融入教學資源網 • http://ftp.cdd.tkb.com.tw/customer/po2010030/ENG/entrance.htm

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