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Teaching Strategy
Questioning Strategy
Q. What is a question?
Ans: Question is a statement that seeks clearification/response
Purposes of Questioning
- Helps the teachers to make a judgement about how effective the pupil are learning
- Make a classroom more student centered learning
- It improve the thinking level
- To check the efficiency of the teachers
- Encourage lengthy responses and sustained answers.
Principle of Questioning
- Distribute questions so that all, including non-volunteers, are involved in learning.
- Encourage the leanthy responce and sustained answers.
- Balance accurate and thought-provoking questions.
- Ensure audibility, then refuse to repeat questions or answers.
- When the students ask question, donot response the child until asking to the class before.
- Suggest partnership by inquiring, “How can we ...?”
Classification of Questions as per bloom’s taxonomy
- Remembering:
The learner is able to recall, restate and remember learned information.
Questions for Remembering
- What happened after...?
- How many...?
- What is...?
- Who was it that...?
- Can you name...?
- Understanding:
The learner grasps the meaning of information by interpreting and translating what has been learned.
Questions for Understanding
- Can you explain why…?
- Can you write in your own words?
- How would you explain…?
- Applying:
The learner makes use of information in a context different from the one in which it was learned.
Questions for Applying
- Do you know of another instance where…?
- Which factors would you change if…?
- What questions would you ask of…?
- Analysing
The learner breaks learned information into its parts to best understand that information.
Questions for Analysing
- What was the turning point?
- Why did...changes occur?
- How is...similar to...?
- Evaluating
The learner makes decisions based on in-depth reflection, criticism and assessment.
Questions for Evaluating
- Do you believe...? How would you feel if. ..?
- What are the consequences..?
- Do you think...is a good or bad thing?
- Creating
The learner creates new ideas and information using what has been previously learned.
Questions for Creating
- Can you see a possible solution to...?
- What would happen if ...?
- Can you design a...to...?
Two types of questioning Convergent and Divergent Questioning
Convergent Questioning
The convergent questioning doesnot requires more thinking.
Example: Yes/No , True , False
- It is close ended question, which have only one answer and it should be direct.
- Collect short ideas from the students
- It mainly focuses on the lower level of thinking
Question Example:
- What is your name ?
- Name the animal that have two leg?
Divergent Question
- Divergent question requires more thinking.
- Divergent question is an openended, which have infinit answers and have indirect answer
- There is no wrong or right answer
Features:
1. Eliciting Multiple Responses:
· If the teacher decides that more than one student should respond to a particular divergent question. Then the teacher
asks a question that can be answered with multiple responses.
2. Accepting diversity:
In addition to eliciting to longer and multiple responses, the teacher must also be prepared to accept diverse responses.
To reinforce appropriate responses behavior, the teacher must demonstrate a high degree of acceptance for the response
of each student.
The rule of thumb is that when divergent questions are asked by the teacher, free responses of each student must be
allowed. Again, this is a great technique for disadvantaged students, as they may get to become “stars” in the classroom.
3. Beginning the sequence:
Divergent questions deal with high level of thinking
1. Analyzing
2. Evaluating
3. Creating
Socratic questioning:
What?
Named for Socrates (ca. 470-399 B.C.), the early Greek philosopher/teacher Socrates.
A Socratic approach to teaching is one in which the instructor poses thoughtful questions to help students learn.
The Socratic method of teaching is a student-centered approach that challenges learners to develop their critical thinking
skills and engage in analytic discussion.
Achievement:
- Facilitate inquiry-based learning.
- Active participation.
- Help students to construct knowledge.
- Poses thoughtful questions to help students learn.
- examine students ideas logically
- student-centered learning.(helps students to engage)
- Improve long-term retention of knowledge.
- Help students to develop problem-solving skills.
Six Types of Questioning:
- Questions for clarification.
- Questions that ask assumptions.
- Questions that ask reasons and evidence.
- Questions about Viewpoints and Perspectives.
- Questions that ask implications and consequences.
- Questions about the question.
Procedural Steps of questioning:
- Write question.
- Gain attention.
- Ask Question.
- Pause while asking the question
- Call for the responses/answer
- If no responses change the question.
- Again if no responses pick somebody.
- After the response supplement on it.
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