Reflection paper seven
The first group made their presentation on the topic 'Questioning'. They presented on the following topics;
1.Concept and Purpose. (Questioning)
When used artfully questioning can transform a classroom from traditional lecture setting to a living student centered community.
What is a question?
=anything that has a question mark at the end. (as a joke)
= is any sentence which has an interrogative form or function. In classroom settings teacher questions are defined as instructional cues or stimuli that convey to students the contents to be learned and directions for what they are to do and how they are to do it.
Purpose.
1. To check students understanding of the lesson.
2. To introduce and revise the lesson.
3. To keep the students alert and attentive.
4. To see the progress of the lesson.
5. To check whether lesson objectives are met or not.
6. To invite students active participation.
7. To motivate and to keep children on task.
8. To help them think critically and analytically.
9. But of all to make students to use art of questioning as a lifelong learning tool.
Characteristics of good questions
1. It is clear, definite, specific and concise.
2. Suitable to the student’s level.
3. Set in an adequate background.
In order to master the art of questioning, teachers needs to synchronies these elements=
1. Planning =deciding on the topic, levels of questioning as per the lesson.
2. Classroom environment=teacher should learn to make the classroom environment more conducive to learning.
3. Methods= this includes wait time(time the teacher waits after asking question and before he talks again), listening, responding, redirection of question and responses.
4. Reflection=teacher needs to reflect on his questioning skills and have to improve.
Three Types Of Questioning Strategy:
1.Socratic Questioning.
2. Bloom’s Taxonomy.
3.Kipling's Questions.
1. Socratic Questioning:
•Socrates was one of the greatest educators who taught basking questions and thus drawing out answers from the students.
Under this there are SIX TYPES of Questions:
1. Conceptual Clarification Questions.
2. Probing Assumptions.
3. Probing rationale, reasons, and evidence.
4. Questioning viewpoints and Perspectives.
5. Probe Implications and Consequences.
6. Questions about the Questions.
1. Conceptual Clarification Questions:
•Get them to think more about what exactly they are asking or thinking about.
Examples: 1. Why are you saying that?
2. What exactly does this mean?
2. Probing Assumptions:
•Probing of assumption makes them think about the presupposition and unquestioned beliefs on which they are finding their arguments.
Examples: 1. what else could we assume?
2. Do you agree or dis agree with....?
3. Probing rationale, reasons, and evidence:
•When they give a rationale for their arguments, dig into that reasoning rather than assuming it is a given.
Examples: 1. Why is that happening?
2. Are these reasons good enough?
4. Questioning viewpoints and Perspectives:
Most arguments are given from a particular position. So attack the position. Show that there are other equally valid view points.
Examples: Why is it better than?
5. Probe Implications and Consequences:
The argument that they give may have logical implications that can be forecast. Do these make sense? Are they desirable?
Examples: What is the best? Why?
6. Questions about the Questions:
You can also get reflexive about the whole thing , turning the question in on itself. Use their attack against themselves. Bounce the ball back into their court.
Example: What was the point of asking that question?
2. Bloom’s Taxonomy:
• It was developed by Benjamin Bloom in 1950’s.
• Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking.
• Later in 1990’s Lorin Anderson revisited the taxonomy, as a result a number of changes were made.
There are six levels:
1. Remembering:
The learner is able to recall, restate and remember learned information.
2. Understanding:
The learner grasps the meaning of information by interpreting and translating what has been learned.
3. Applying:
The learner makes use of information in a context different from the one in which it was learned. Ex: Calculate.
4. Analysing:
The learner breaks learned information into its parts to best understand that information.
Example: compare, contrast, examine,etc..
5. Evaluating:
The learner makes decisions based on in-depth reflection, criticism and assessment.
Example: judge, evaluate and justify.
6. Creating:
The learner creates new ideas and information using what has been previously learned.
Example: construct and imagine.
3. Kipling Questions:
5W and H (what, why, when, where, who and how)
There are five wives and one husband.
1. “what?” often asks for noun responses, seeking things that are or will be. They may also seek verbs when they seek actions.
Example: what are you doing?
What shall we do next?
Example: Why do you do that?
Why is it important for us to try it again?
1. Specific single time like when a person will arrive at a given place.
2. For a duration, a period of time such as when a person will take holiday. Example: when will you give me the money.
when are you taking your holiday.
• ‘Who’ brings people into the frame, connecting them with actions and things.
Example: Who will benefit most from what you purpose?
Who else would be interested?
• “Where” seeks to locate an action or event in three dimensional space, such as on, above, under, below.
• This can be regional space such as next door, or in the other building.
• It can be geographic space such as New York, London or Paris.
Example: Where will you put it?
Where will they be delivered?
6. “How?” seeks verbs of process. They thus are good for probing into deeper detail of what has happened or what will happen.
Example: How shall we get there?
How will you know she likes you?
‘How’ may also be used with other words to probe into time and quantity.
Examples: How often will you see me?
How much do you owe me?
Classification:
•The literal level(‘right there on paper’): types of question most often used in the classroom.
Example- What is the color of the dog named Kasper.
•The inferential level(‘think and search’): answers can be identified by reading in between the lines, like from the different parts of the text. Example- how did Kasper help the other dogs?
•The applied level(‘on your own’): answers relies mainly own the readers background knowledge and experiences. Here the reader have to analyze, synthesize and evaluate themselves. Example-do you think kasper would make good friend? Why or why not?
•Thinking time/wait time: consciously waiting for students thinking an answers.
•No hands questioning: students are aware that teachers will select the students to give an answer.
•Basketball questioning- move questions and discussions between students.
•Conscripts and volunteers: teacher selects answers from those who volunteers and also equally from those who do not.
•Phone a friend: those who are not able to answer are allowed to nominate a another students to suggest an answer on their behalf but still they have to provide their own answer.
•Hot seating: a student is placed in the ‘hot seat’ to take several question from the class and teacher.
•Preview: questions are shared/display before being asked or the start of the lesson.
•Pair rehearsal: pair of students are able to discuss and agree responses to questions together.
•Eavesdropping: listen to the group discussion and target specific questions to groups and individuals.
•Big questions: the setting of substantial and through provoking questions.
•Fat questions: seeking a minimum answers.
•Skinny questions: a traditional approaches to question and answer asking everyday, questions with a fixed or specific answer.
•Seek a partial answer: provide only a partly formal answer, to promote collective engagement.
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