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Critical Question-Answer Forums

The document discusses the importance of questioning techniques in education, referencing Socrates and outlining the purposes, principles, and techniques for effective questioning in classrooms. It emphasizes engaging all students, balancing question types, and fostering critical thinking through various questioning strategies. Additionally, it categorizes questions into low-order and high-order types, as well as convergent and divergent questions to enhance student participation and understanding.

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Kamran Abdullah
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7 views

Critical Question-Answer Forums

The document discusses the importance of questioning techniques in education, referencing Socrates and outlining the purposes, principles, and techniques for effective questioning in classrooms. It emphasizes engaging all students, balancing question types, and fostering critical thinking through various questioning strategies. Additionally, it categorizes questions into low-order and high-order types, as well as convergent and divergent questions to enhance student participation and understanding.

Uploaded by

Kamran Abdullah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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• GROUP MEMBERS:

• Asifa (23) Re
• M.Bilal (46) Re
• CRITICAL QUESTION-ANSWER FORUMS

Articles on the subject of classroom questioning often


begin by invoking Socrates.
Researchers and other writers concerned with questioning
techniques seem to want

to remind us that questioning has a long and venerable history


as an educational strategy.
In such an investigation
1) one asks questions to identify the reason or reasons for the
investigation

2) questions are asked to direct the search for information and to


synthesize what has been discovered

3) The conclusions resulting from investigations are evaluated via


questions.
• General guidelines
• Purpose
• Principles
• Techniques

• Purpose

There can be a whole range of purposes for asking and receiving questions in a
class. The
following are some that emerge from analysis of the literature, including:

• *To develop interest and motivate students to become actively involved in


lessons
• To evaluate students preparation and check on homework or seatwork
• Principles

• Distribute contents to class so that all, including non-


volunteers, are involved.
• Balance factual and thought-provoking questions.
• Ask and receive both simple and exacting questions, so that
the poorer students may participate and the brighter students
may be extended.
• Encourage detailed responses and answers.
• Stimulate critical thinking by asking tag questions: To what
extent? How? Under
What circumstances? Why?
• Avoid: “Does anyone know…?” and “Who can tell us…?”
• Allow time for thought. Wait until five or six want to speak.
• Techniques
• 1. Phrasing and re-phrasing, teacher communicates the question so that
all students understand the response expectation.
• 2. Adaptation; teacher adapts the question being asked to fit the
language and ability level of the students.
• 3. Sequencing, teacher arranges the questions in a patterned order
indicating a purposeful questioning strategy without losing any question.
•
Taxonomy of question type

• Low order questions • High order questions


.Why do you suppose the lion is
that color?
• What color is the lion in that
picture? • Ans.This question allows the student
to recognize and identify color, but
• Ans.These questions check a
then asks the student to consider
student’s ability to recognize color the relationship of the lion’s color to
and identify the color. There is a other things (its environment, other
very narrow range of possible lions, other species of animal, its
answers (tan, light yellow, fawn) place on the food chain)
• Convergent • Divergent
• .What other animals can • .Suppose the lion had been
you think of that use color as born with a much darker
camouflage? colored coat, what do you
• Ans.This question checks a predict would happen to that
student’s ability to identify what lion in the wild?
role camouflage and animal • Ans.This question allows
coloration play in nature and the student to consider a scenario,
suggest other examples. (The use knowledge regarding
responses are fairly easily camouflage, coat coloration and
• anticipated and require that the environment the animal lives
in to create an original answer
students recall other examples of
that is logical and correct.
animals they have seen or
studied).

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