Transcript Slide 1
Using questions
in
teaching and learning
Peter Scales
Lifelong Learning Further and Higher Education
www.peter-scales.org.uk
Research (in schools) suggests :
Teachers ask up to two questions every minute,
up to 400 in a day, 70,000 a year and 2-3 million
during the course of a career
Questioning accounts for up to a third of all
teaching time, second only to the time devoted
to explanation.
What is a ‘question’?
Why do teachers ask questions?
•Management and control
•Keep learners interested and alert
•Gain attention/ check paying attention
•Check understand and pitch lessons at an appropriate
level
•Recall of information
•Revise
Why do teachers ask questions?
•Develop thinking skills
•Encourage discussion
•Encourage discovery
•Stimulate new ideas
•Draw learners into the lesson
•Symbolic value - sends message that learners are
expected to be active participants in learning
Closed questions
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Usually only one correct answer
Can usually be answered with one word – usually yes
or no
The initiative is forced back on the questioner. No need
for answerer to extend or develop
Example:
“Do you come
here often?”
Open questions
May have several possible answers
Requires the answerer to provide a fuller response than
just one word
Can develop discussion and develop thinking
Example:
“What’s a nice
person like you doing
in a dump like this?”
Closed
Open
Question
invites ‘yes’
or ‘no’ answer
Question
invites
a particular
answer
Question is
focused but
gives some
choice about
how to respond
Question gives
maximum
choice about
how to respond
Have you
finished your
work yet?
What is the
capital of
Mongolia?
How did you
set this project
up?
What should
we focus on
next?
Lower-order and higher order questions
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Lower-order questions
Require learners to remember
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Higher-order questions
Require learners to think
Linked (or Socratic) questioning
This style of questioning is based on the belief that people
already know a lot. The purpose of education is to draw
it out of them.
“Socratic questions provide a stimulus for thinking and
responding, and Socratic questioning differs from random
open-ended questioning in that it follows a pattern, a
progression of follow-through questions that probe
reasons and assumptions and which take the enquiry
further”
Fisher, R. (2003)
Linked? Socratic questioning – an example
Why is there a cliffhanger at the end of a soap opera?
To make sure people keep watching
Why is it important that people keep watching?
To maintain high viewing figures
Why do TV companies need high viewing figures?
To attract advertisers
What do advertisers provide?
Income
And what do the TV companies do with the income?
Make more programmes
Examples of questions to develop Socratic dialogue
“Can you explain that…”?
Explaining
“How does that help…?”
Supporting
“Do you have evidence…?”
Evidence
“What if someone were to suggest that…?”
Alternative
views
“Does it agree with what was said earlier…?”
Consistency
“How does what was said/ the question help us…?”
Connecting
For more examples see handout
Using Bloom’s taxonomy to encourage
different levels of questioning (2)
Application
What happens when you
put salt on ice?
Comprehension
Can you explain what a
modem does?
Knowledge
In what year was the
Russian Revolution?
Using Bloom’s taxonomy to encourage
different levels of questioning (1)
Evaluation
How effectively does Hardy
evoke nature?
Synthesis
How can we combine
these ideas?
Analysis
What do the results of your
experiment tell you?
Geoff Petty’s ‘Ten Commandments’
1.
Do you ask questions which learners can answer successfully?
2.
Do you leave time for students to think?
3.
Do you use body language (eye contact; smiling; raising the
eyebrows; nodding, etc.) to encourage responses?
4.
Do you always praise or otherwise acknowledge correct
responses?
5.
Do you avoid ridiculing students’ answers?
Geoff Petty’s ‘Ten Commandments’
6.
Do you ask questions that cover the subject step by step?
7.
Do you make questions short and clear, using straightforward
language?
8.
Do you avoid questions with yes or no answers?
9.
Are able to distribute questions widely around the class?
10.
Do you use language that is easily understood?
“Good learning starts with questions, not answers.”
“Asking good questions is the basis for becoming a
successful learner. If children [and adults] aren’t
asking questions they’re being spoon-fed. That might
be effective in terms of getting results, but it won’t
turn out curious, flexible learners suited to the 21st
century.”
(Professor Guy Claxton, Bristol University)
Spoon feeding in the long run teaches us nothing but the
shape of the spoon.
(E.M. Forster)
What’s wrong with these questions?
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“What did I just say?”
“Don’t you think you ought to know this?”
“Alright?”
“Did everyone get that?”
“Can you have this done before Easter?”
“In what ways is the situation in Iraq a disaster?”
“Why is daytime television so poor?”
“How many of you know the answer to this?”
“What are the government’s reasons for the introduction of 90 day
detention for terrorist suspects and how have people argued against
them?”
“Was Romeo a wimp?”
References
Fisher, R (2003) Teaching Thinking (2nd Ed.) London: Continuum
Petty, G. (1998) Teaching Today (2nd Ed.) Cheltenham: Nelson Thornes
Scales, P. (2008) Teaching in the Lifelong Learning Sector Maidenhead: Open
University Press