Questioning teaching method
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This document discusses questioning techniques used in education. It defines questioning as a process that stimulates responses and uses cognition to produce information. There are different types of questions including open-ended, closed, clarifying, probing, and reflective questions. Questions can be used for various purposes like assessing knowledge, stimulating independent thinking, and developing critical thinking skills. Questions can also target different levels of thinking from basic recall to evaluation, as outlined in Bloom's Taxonomy. The document reviews advantages like engaging all learners and disadvantages like intimidating timid students. It provides examples of different types of questions.
Questioning teaching method
- 2. What is Questioning? Questioning is an interrogative process that stimulates a response by allowing the individual to use his or her cognition to produce information based on the question asked (Cotton,1988 ).
- 4. Types of question Open questions- Open questions are used at the start to determine problems, understand requests and establish needs. They are used to obtain more information which contains more detail. They usually begin with question words such as:. How Why When Who What Where
- 5. Closed questions Closed questions usually lead to yes or no answers, or short specific answers . They are useful for obtaining accurate, detailed information. Clarifying questions Clarifying questions are used to verify information given or received. They ensure that student and teacher are in agreement.
- 6. Probing questions Probing questions are used to discover more details. They encourage the student to give greater detail. Reflective questions This type of question prompts the student to start thinking about the benefits or importance of the task.
- 7. Purpose of questioning Used to elicit students’ prior knowledge, and guide them into recognising patterns and forming hypotheses about how the language is used. To assess achievement of instructional goals and objectives. To stimulate students to pursue knowledge on their own . To develop critical thinking skills and inquiring attitudes
- 8. To review and summarize previous lessons To develop interest and motivate students to become actively involved in lessons
- 10. Levels of questioning The system contains six levels of questioning which are arranged in hierarchical form, moving from the lowest level of cognition (thinking) to the highest level of cognition. ( Bloom’s Taxonomy ). Knowledge Comprehension Application Analysis Synthesis Evaluation
- 11. Knowledge (Remembering) This is the lowest level of questions and requires students to recall information basically in the same form it was presented. Key Words: Memorize, Define, Identify, Repeat, Recall, State, Write, List , Name Comprehension (Understanding) These questions ask students to take several bits of information and put them into a single category or grouping. key Words: Describe, Distinguish, Explain, Interpret, Predict, Recognize , Summarize
- 12. Application At this level, teachers ask students to take information they already know and apply it to a new situations. An example of application question is: Key Words: Apply, Compare, Contrast, Demonstrate, Examine, Relate, Solve , Use Analysis (Relating) These questions encourage students to break material into parts, describe patterns and relationships among parts, to subdivide information and to show how it is put together. Key Words: Analyze, Differentiate, Distinguish, Explain
- 13. Synthesis (Creating) These questions encourage students to create something new by using a combination of ideas from different sources . Key Words: Arrange, Combine, Create, Design, Develop Formulate, Integrate , Organize. Evaluation (Judging) Evaluation questions encourage students to develop opinions and make valuable decisions about issues based on specific criteria.
- 14. Advantages of Questioning It can be used in all teaching situations. It helps in developing the power of expression of the students. It is helpful to ascertaining the personal difficulties of the students. A way of including all learners
- 15. Disadvantages of Questioning Less confident learners will try to avoid being asked questions More confident learners may answer all the questions while the less confident is left behind. This method generally is quite embracing for timid students.
- 16. Activity What Type Of Question Am I ? What kind of music do you like to listen to ? Is your name Mary-Jane ? Did you say that we should take in our assignments on Monday instead of Friday? You chose to do Human Ecology but why did you chose this department ?
- 18. References Cotton, K.( 1988) Instructional Reinforcement Portland, : Northwest Regional Educational Laboratory. Ciardiello, A.V. (1986)“Teacher Questioning and Student Interaction: An Observation of Three Social Studies classes.” The Social Studies :119-122. Hargreaves, D.H.(1984) “Teachers’ Questions: Open, Closed, and Half-open.” Educational Research 26:46-51.
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