Transcript The Use of Questioning Chapter 6 EDU 380-600 The Use of Questioning  Last week we continued to learn how to design a.

The Use of Questioning
Chapter 6
EDU 380-600
The Use of Questioning
 Last week we continued to learn how to design a lesson
plan and compared the lesson plan format in the text to
the ETP and content-specific formats.
 This week (divided by our spring break) I intentionally
scheduled a short chapter. Chapter 6 teaches you
strategies for creating good questions. Effective
questioning is essential for learning and classroom
management.
Purposes for Using Questioning
 1. To give instructions
 2. To review and remind students of classroom
procedures
 3. To gather information
 4. To discover student knowledge, interests, and
experiences.
 5. To guide student learning (see page 213)
NEVER ASK A QUESTION TO EMBARRASS OR PUNISH
A STUDENT.
Types of Cognitive Questions
 Analytic
 Clarifying
 Convergent-Thinking
 Cueing
 Divergent-Thinking
 Evaluative
 Focus
 Probing
Which ones of these would specialists use
most often? Why?
Blooms Taxonomy of Questioning
(1956)
You probably learned this in your Human Growth and
Development or Educational Psychology courses. These
levels start very basic and concrete and progress to more
abstract levels that require more critical thinking.
Knowledge–“What are the fundamentals of art, music, or
P.E…?”
Comprehension-”In your own words, define (one of the
fundamentals)…”
Application-”Give me an example of (one of the
fundamentals)…”
Analysis-”Compare and contrast (two of the fundamentals)”
Synthesis-”What fundamental is missing?”
Evaluation-”Which fundamental is most important and why?
How are these two theories below different from each other? A
more recent approach by Anderson and Krathwohl (2001) indicates
that they believe evaluation is an easier task than creating
something new or finding out what’s missing or should be there
(“What would be a missing fundamental that isn’t in our text?”).
The last two levels are reversed from Blooms.
Blooms Taxonomy
(1956)
Anderson &
Krathwohl
(2001)
Knowledge
Remember
Comprehension
Understand
Application
Apply
Analysis
Analyze
Synthesis
Evaluate
Evaluation
Create
Implementing Questioning
 Ask your well-worded question before calling on a student for a
response.
 Avoid bombarding student with too much teacher talk.
 After asking a student a question, give him/her time to think.
 Practice gender equity
 Practice calling on all students
 Give the same minimum amount of wait time to all students (I
disagree: you may need to give slower processors and English
Language Learners more time)
 Require students to raise their hands & be called upon
 Actively involve as many students as possible
 Carefully gauge your responses to students’ answers
 Be cognizant of cultural characteristics and student differences
 Use strong praise sparingly
Weekly Checklist Feb. 29-Mar. 13
(spring break Mar. 5-9)
 Read Chapter 6
 Personal Learning Strategy: Read the Questions for Class
Discussion BEFORE reading the chapter
 Exercise 6.1 is a good one to see if you understand the
three cognitive levels of questions from our text. How
would those questions fall in the six levels (Anderson &
Krathwohl) that were presented in this PP?
 Participate in Threaded Discussion E (Feb. 29-Mar. 12); do
not need to participate during spring break.
 Are you working on your SMART board project? Next week
would be a great time as there are no classes in either of
the rooms (Cisel 012 and Lib. 1st floor classroom)
 Last mini-class: Tuesday, March 13th (COE): 12:10-12:40
Music, 12:40-1:10 Art, 1:10-1:40 P.E.