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Model Task Questions

The document discusses the importance of effective questioning in teaching, emphasizing that questions should promote learning rather than just move the lesson along. It highlights the need for teachers to assess student understanding through questions and to ensure participation from all students, avoiding reliance on volunteers. Additionally, it mentions resources like Bloom's taxonomy to help structure questions and set learning objectives based on students' levels of thinking.

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Kotrobel Naghmouchi
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3 views2 pages

Model Task Questions

The document discusses the importance of effective questioning in teaching, emphasizing that questions should promote learning rather than just move the lesson along. It highlights the need for teachers to assess student understanding through questions and to ensure participation from all students, avoiding reliance on volunteers. Additionally, it mentions resources like Bloom's taxonomy to help structure questions and set learning objectives based on students' levels of thinking.

Uploaded by

Kotrobel Naghmouchi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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MODEL TASK QUESTIONS

[ ] What is the idea u get about who wrote this?

[ ] How do you know they r in love? Does any of the lines contain the word love?

[ ] Do you feel the writer’s feelings? or u guessed they are in love in relation of something you have
experienced before?

Relate

[ ] So can we sense others’ feelings or relate to them?

[ ] What is the word for when we understand or share the feelings of others?
empathy

[ ] Why does the writer say "make up for you"

[ ] So what is the word for when someone reminisces about something that is part of the past?
nostalgic
[ ] Can you judge if the feelings in those words are honest or mere exaggeration?

[ ] What is the word for when someone exaggerates describing/talking about something and makes
them look much better/ than they really are?

[ ] So is the writer nostalgic or romanticizing

How often do you think teachers ask questions?

Question is an integral part of the teaching and learning process: but are all those 400 questions you
ask effective, do they aid and promote learning are they being asked for the right purpose?

….

Goldsmith slide

Do not just ask questions to move the lesson along. Do not move the lesson along after taking the
answer only from one student and assume that the whole class got the points. Use questions as a
tool to formatively assess your students

Bloom! Do we ask question to just get the expected answers ? Do we just as questions regardless of
where we are with the lesson? regardless of what level of thinking students are at and regardless of
the level of difficulty? IT STRUCTURE OUR QUESTIONING AND MAKE IT EFFECTIVE AND PURPOSEFUL
RATHER THAN RANDOM AND DISCONNECTED

The taxonomy wheel and doc: Very useful resources are available for us everywhere to use to
improve and facilitate our teaching … Show the teachers the pdf helps with setting the learning
objectives based on the level of thinking the students are at, helps you with the possible questions
you could ask and not only that it also gives ideas for the kind of tasks? activities to use at each
level!! What more can we ask for!

….

DISTRIBUTING AND DIRECTING

Make sure that everyone participates. No hands up policy/Avoid waiting for the volunteering
method because it will trigger only the most confident students.

What about naming? Do you think it is a better way? Can and can not; saying “this question is for…”
will make the rest think they are safe as the question is not for them. But, if you ask the question to
the whole class, allow reasonable wait time so that everyone thinks of an answer without knowing
who will be called upon to answer would be the better way for using naming.

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