effective questioning g3.pptx

7/27/2019 Effective Questioning g3.Pptx

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EFFECTIVEQUESTIONINGGROUP 3


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CONTENT

Effective Questioning

5xWs

Tools For Questioning

The six Thinking Hats

SCAMPERBlooms Taxonomy


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EFFECTIVE QUESTIONING

Asking question is natural andintuitive.

Asking questions forms part of anylesson because it invites the student to

think, to invite silent agreement orbegin the organisation of ideas topresent a response.


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HOW & WHY DO WE USE QUESTIONS IN

THE CLASSROOM?

Maintain the flow of the learning within the lesson

Engage students with the learning

Assess what has been learned

Check that what has been learnt is understood and canbe used

Test student memory and comprehension


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Seek the views and opinions of pupils

Provide an opportunity for pupils to share their

opinions/views and seek responses from their peers

Encourage creative thought and imaginative or

innovative thinking.

Challenge the level of thinking and possibly mark a

change to a hingher order of thinking


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EXAMPLE

Strategy/approach

Thinking time

Consciouslywaiting for apupil or class tothink through ananswer

Eg: 15 30 secs

Process

Provide time

between settingthe question andrequiring ananswer.

Sometimesalerting pupils to

the approachand the timeavailable todevelop ananswer

Gains & benefits

Prompts depth

of thought andincreases levelsof challenge.

Ensure all pupilshave a view oropinion to share

before ananswer issought.


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H


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PPPB

A strategy

for structuring questioning in the classroom, to

ensure thinking time, selection of students to

answer and collaborative sharing of ideas and

response


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P POSE

P

PAUSE

PPOUNCE

BBOUNCE

PPPB


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D DESCRIBE Describe what you see, experience and can measure

EEXPLAIN Explain what you know or understand, what you

experienced or think happened

AANALYSE Analyze the information or evidence to draw conclusions

or determine what you believe is happened and why.

LLINK Link with previous knowledge or make connections with

other phenomenon or outcomes where these connections

bring further conclusions or lead to hypothesis.

DEAL


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SATIP

A strategy for beginning toengage with Reading any text.

This develops in the reader,

further questions in order that they

form a sense of meaning of the text,

to develop understanding .


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SSENSE or meaning-what is it about?

AAUDIENCE Or tone- who is it intended for?

T TECHNIQUES What are the techniques that have been used- what istheir effect?

IINTENTIONS What was the writers purpose?

PPERSONAL

OPINIONSWhat is your reaction- what do you start to conclude?

SATIP


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C CONTENT Analyze and Describe the content

PPROCESS Analyze and Describe the process

FFORM Analyze and Describe the use of the artistic, formal

element or elements that make up that artform.

MMOOD/

EMOTIONAnalyze and Describe the Mood

C P F M


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THE SIX THINKING HATSBY

EDWARD DE BONO

REPRESENT 6 MODES OF THINKING AND ARE

DIRECTIONS TO THINK RATHER THAN LABELS OF

THINKING.

PROMOTES FULLER INPUT FROM MORE PEOPLE IN

WHICH EVERYONE IS ABLE TO CONTRIBUTE TO THE

EXPLORATION

SIMPLE AND EFFECTIVE PARALLEL THINKING

PROCESS-TO HELPS PEOPLE BE MORE

PRODUCTIVE,FOCUSED AND MINDFULLY INVOLVED.


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TYPES OF HAT

THE WHITE HAT

Calls for information known or needed. This

covers facts, figures, information needs and gaps.

THE YELLOW HAT

Symbolizes brightness and optimism, benefits, value

sensitivity. This is the logical positive. It can be used

in looking forward to the results of some proposed

action, but also can used to find something of value

in what has already happened.


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TYPES OF HAT

THE BLACK HAT

The black hat is judgement- why something may notwork, risk assessment, caution. It is the mostuseful. Used to point out why a suggestion does

not fit the facts and etc. the black hat must alwaysbe logical.

THE RED HAT

Signifies feelings, intuition, hunches and emotion-gut feelings. Allows the thinker to put forward andintuition without any need to justify it. This hatgives full permission to a thinker to put forwardhis/her feelings on the subject at the moment.


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TYPES OF HAT

THE GREEN HAT

focuses on creativity: the possibilities, alternatives,

new ideas, growth, energy and hypothesis. This hat

explores what is interesting, provocations and

changes.

THE HAT(the BLUE hat)

is used to manage the thinking process. This is the

overview or the process control hat. It looks not at

the subject itself but at the thinking about the

subject.


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RANGE OF METHODOLOGY

THERE ARE 6 METHAPHORICAL HATS AND THE

THINKER CAN PUT ON OR TAKE OFF ONE OF

THESE HATS TO INDICATE THE TYPE OF

THINKING BEING USED.

WHEN DONE IN-GROUP, EVERYBODY WEARS

THE SAME HAT AT THE SAME TIME.

THE HATS MUST NEVER BE USED TO

CATEGORIZED INDIVIDUALS, EVEN THOUGH

THEIR BEHAVIOUR MAY SEEM TO INVITETHIS.


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RANGE OF METHODOLOGY

THIS PUTTING ON AND TAKING OFF IS

ESSENTIAL.

HATS CAN BE USED INDIVIDUALLY- AS

SYMBOLS TO REQUEST PARTICULAR TYPE

OF THINKING.

HATS CAN BE USED IN SEQUENCE.

ANY HATS CAN BE USED AS OFTEN AS YOU

LIKE, THERE IS NO NEED TO USE EVERY

HAT;THE SEQUENCE CAN BE MADE UP OF

2,3,4 OR MORE HATS;THERE ARE 2 BROAD

TYPES OF SEQUENCE:EVOLVING AND PRE-

SET.


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EVOLVING AND PRE-SET

EVOLVING: FACILITATOR CHOOSES FIRST HAT

AND WHEN THIS HAT IS COMPLETED, THE

NEXT HAT IS CHOSEN AND SO ON(BUT THIS

PROCESS NEEDS TO AVOID MANIPULATION

AND USERS NEED TO BE VERYEXPERIENCED)

PRE-SET SEQUENCES: IS SET UP AT THE

BEGINNING OF THE MEETING, UNDER THE

INITIAL BLUE HAT.MINOR VARIATIONS CANBE PERMITTED,DEPENDING ON OUTPUT


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USING THE SIX HATS IN THE

CLASSROOM

Are used by TEACHERS TO STRUCTURE A

SEQUENCE OF QUESTIONS and DISCUSSION

BETWEEN SMALL GROUPS OF STUDENTS OR

A WHOLE CLASS.

Teachers best lead the discussions by wearing the

BLUE hat and managing the sequence in wearing

of the hats.


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SCAMPERBY

BOB EBERLE

TECHNIQUE to extend all pupils thinking and can

provide real imaginative opportunities to all pupils

to extend their work.

this technique uses a set of directed questions

which pupils answer in order to come up with new

ideas.

the stimulus come from answering questions that

you (as a teacher) and pupil (as learners) would

not usually ask.

it helps pupils to ask questions that require them to

think out of the box, helping to develop their

critical thinking skills.


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CONTINUES..

SCAMPER is an acronyms for 7 thinking techniques

that help those who use them come up untypical

solutions problems.

SCAMPER makes a good starter activity for all sort

of lessons.

Example :

Show pupils an object (probably from a school

museum collection) and ask them to use the

SCAMPER technique to come out with uses for the

object.


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CONTINUES

a variation of SCAMPER includes 8 technique and

therefore called SCAMPERR

REMEMBER you dont have to use ALL the steps in

SCAMPER.

use it to spark off creative development and then let

pupils work on their own. If they get stuck, they can

return to the SCAMPER framework.


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HOW TO USE SCAMPER

S- SABSTITUTE

Remove some part of the accepted situation, thing

or concept and replace it with something else.

C-COMBINE

Join, affiliate or force together 2 or more elements of

your subject matter and consider ways that such

a combination might move you toward a solution.

A-ADAPT

Change some part of your problem so that it works

where it did not before.


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HOW TO USE SCAMPER

M-MODIFY

Consider many of the attribute of the thing you are

working on and change them arbitrarily. If

necessary attributes include size, shape, other

dimensions, texture, colour , attitude , position,history and so on.

P-PURPOSE (Put t other use)

Modify the intention of the subject. Think about why

it exist, what it is used for, what its supposed to

do. Challenge all of these assumptions and

suggest new and unusual purposes.


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HOW TO USE SCAMPER

E-ELIMINATE

Arbitrarily remove any or all elements of your

subject, simplify, reduce to core functionality.

R-REVERSE

Change the direction or orientation. Turn it upside-

down, inside-out, or make it go backwards,

against the direction it was intended to go or to be

used.

R-REARRANGE

Similar to reverse, modify the order of operations or

any other hierarchy involved


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BY MARIANI KHAMIS


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The cognitive domain (Bloom, 1956) involves

knowledge and the development of intellectual skills.

This includes the recall or recognition of specific

facts, procedural patterns, and concepts that serve in

the development of intellectual abilities and skills.There are six majorcategories

that Bloom identified.


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KNOWLEDGE

Recall data or information.

Examples: Recite a policy. Quote prices from

memory to a customer. Knows the safety rules.

Key Words: defines, describes, identifies, knows,

labels, lists, matches, names, outlines, recalls,

recognizes, reproduces, selects, states.


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COMPREHENSION

Understand the meaning, translation, interpolation,and interpretation of instructions and problems.State a problem in one's own words.

Examples: Rewrites the principles of test writing.

Explain in one's own words the steps for performinga complex task. Translates an equation into acomputer spreadsheet.

Key Words: comprehends, converts, defends,distinguishes, estimates, explains, extends,

generalizes, gives an example, infers, interprets,paraphrases, predicts, rewrites, summarizes,translates.


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APPLICATION

Use a concept in a new situation or unprompted

use of an abstraction. Applies what was learned in

the classroom into novel situations in the work

place.

Examples: Use a manual to calculate anemployee's vacation time. Apply laws of statistics to

evaluate the reliability of a written test.

Key Words: applies, changes, computes,

constructs, demonstrates, discovers, manipulates,modifies, operates, predicts, prepares, produces,

relates, shows, solves, uses.


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ANALYSIS

Separates material or concepts into componentparts so that its organizational structure may beunderstood. Distinguishes between facts andinferences.

Examples: Troubleshoot a piece of equipment byusing logical deduction. Recognize logical fallaciesin reasoning. Gathers information from adepartment and selects the required tasks fortraining.

Key Words: analyzes, breaks down, compares,contrasts, diagrams, deconstructs, differentiates,discriminates, distinguishes, identifies, illustrates,infers, outlines, relates, selects, separates.


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SYNTHESIS

Builds a structure or pattern from diverse elements.Put parts together to form a whole, with emphasison creating a new meaning or structure.

Examples: Write a company operations or process

manual. Design a machine to perform a specifictask. Integrates training from several sources tosolve a problem. Revises and process to improvethe outcome.

Key Words: categorizes, combines, compiles,

composes, creates, devises, designs, explains,generates, modifies, organizes, plans, rearranges,reconstructs, relates, reorganizes, revises, rewrites,summarizes, tells, writes.


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EVALUATION

Make judgments about the value of ideas or

materials.

Examples: Select the most effective solution. Hire

the most qualified candidate. Explain and justify a

new budget.

Key Words: appraises, compares, concludes,

contrasts, criticizes, critiques, defends, describes,

discriminates, evaluates, explains, interprets,

justifies, relates, summarizes, supports.


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FOR THE CONCLUSION


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THANKYOUBy Mariani Khamis

effective questioning g3.pptx

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