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Examine The Role of Questioning in Teaching and Learning

The role of questioning in teaching and learning is examined. Questions are the primary means for teachers to assess what students know, identify gaps, and scaffold understanding. Questioning helps students develop higher-order thinking by analyzing, synthesizing and evaluating. It also helps teachers pace lessons, engage students actively, and evaluate learning. Regular higher-order questioning can help raise student achievement by promoting deeper understanding.

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Takudzwa Musungwa
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73 views2 pages

Examine The Role of Questioning in Teaching and Learning

The role of questioning in teaching and learning is examined. Questions are the primary means for teachers to assess what students know, identify gaps, and scaffold understanding. Questioning helps students develop higher-order thinking by analyzing, synthesizing and evaluating. It also helps teachers pace lessons, engage students actively, and evaluate learning. Regular higher-order questioning can help raise student achievement by promoting deeper understanding.

Uploaded by

Takudzwa Musungwa
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Examine the role of questioning in teaching and learning

The role of questioning in the development of an individual or society is vivid in all human race
history and continues to be of much use in the educational teaching and learning process. Questions
are the most common form of interaction between pupils and teachers. Up until now it is the key
means by which teachers find out what pupils already know, identify gaps in knowledge and
understanding and scaffold the development of their understanding to enable them to close the gap
between what they currently know and the learning goals. In this essay the writer is going to ascertain
the validity of the fore mentioned questioning roles in context of teaching and learning. The term
questioning is going to be discussed firstly.

Questioning is an integral part of scientific inquiry and the learning process. Students' questions can
reveal much about the quality of their thinking and conceptual understanding (Watts and Alsop
1995, White and Gunstone 1992, Woodward 1992), their alternative frameworks and confusion
about various concepts (MaskiH and Pe

It is only in active processing that the pupil achieves deep level learning. In order to raise pupils'
levels of achievement they therefore need regular practice in higher order thinking - analysing,
synthesising and evaluating. Focusing on the kinds of questions we ask in classrooms and the
strategies we use can help us achieve thi .

 Help pupils to develop their thinking from the lower order concrete and factual recall type to
the higher order analytical and evaluative which promote deeper understanding. Higher order
questions help pupils explore ideas and make connections, helping pupils see the "big picture"
of the learning. This in turn leads to greater Prompt pupils to inspect their existing
knowledge and experience th e act of asking questions helps teachers keep students
actively involved in lessons ‘special' time for questions in class promotes the notion that
pupils are expected to have questions. This can be further supported by simple strategies
such as: 2. While answering questions, students have the opportunity to openly express
their ideas and thoughts 3. Questioning students enables other students to hear different
explanations of the material by their peers 4. Asking questions helps teachers to pace their
lessons and moderate student behavior 5. Questioning students helps teachers to evaluate
student learning and revise their lessons as necessary ence to create new understandings.
Articulating understanding helps to clarify it and improves the likelihood that it will
be retained.
 Focus pupils on the key issues and enable teachers and pupils to see progress over
time.
 Model for pupils how experienced learners seek meaning- moving them towards
greater independence2007 - 2019

https://garyhall.org.uk/importance-of-questioning.html arouse interest and curiosity concerning a


topic • To focus attention on a particular issue or concept • To develop an active approach to
learning • To stimulate pupils to ask questions for themselves and othersNo questions equals no
understandingWhen students actually see that they can ask their favorite questions and not worry
about the reactions to their behavior, their creative behavior extends to other
areashttps://www.sciencedirect.com/science/article/pii/S1877042811022294 ( Kharazi , 2003 ) • To
structure a task in such a way that learning will be maximized • To diagnose specific difficulties
inhibiting pupil learning • To communicate with the group that involvement in the lesson is expected
and that overt participation by all members of the group is valuedeachers return the questions to
the students in a special manner to ask for their opinion • To provide an opportunity for pupils to
assimilate and reflect upon information • To involve pupils in using an inferred cognitive operation
on the assumption that this will assist in developing thinking skills, • To develop reflection and
comment by pupils on the responses of other members of the group, both pupils and teachers • To
afford an opportunity for pupils to learn vicariously through discussion Turney et a/.
(1973Furthermore, every field stays alive only to the extent that fresh questions are generated and
taken seriously as the driving force in a process of thinking. To think through or rethink anything,
one must ask questions that stimulate thought.
http://web.sonoma.edu/users/s/swijtink/teaching/philosophy_101/role.htm

Feeding students endless content to remember (that is, declarative sentences or


“facts” to remember) is akin to repeatedly stepping on the brakes in a vehicle that
is, unfortunately, already at rest. Instead, students need questions to turn on their
intellectual engines and they must themselves generate questions from our
questions to get their thinking to go somewhere. Thinking is of no use unless it
goes somewhere, and again, the questions we ask determine where our thinking
goes. It is only when our thinking goes somewhere that we learn anything of value
to us.

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