Teaching and the Art Of

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<ul><li><p>7/29/2019 Teaching and the Art Of</p><p> 1/3</p><p>Teaching and the Art of Questioning</p><p>David Deubelbeiss</p><p>http://setiteachers.ning.com http://eflclassroom.ning.comDev</p><p>eloping the art of questioning can be as simple as practicing. Itis with practice thatwe gain competence and pattern the</p><p>process.</p><p>In pairs or 3s Look at Appendix 1</p><p>. Choose one question, ask it and then give twofollow up</p><p>questions.</p><p>The art of questioning students is the foundation of all good</p><p>teaching practice.It provides for both assessment and student</p><p>growth (learning) and is the coreof the scientific method and</p><p>how we learn.Yet, teachers spend comparably little time,</p><p>learning how to ask questions or make questions which lead togood teaching. Moreover, many teachers spendlittle time</p><p>developing this fundamental skill in their students. You cant</p><p>havereal communication without questions yet so many</p><p>students gain Englishcompetence in this too far along their</p><p>learning curve to benefit.This workshop will address both</p><p>aspects of questioning.</p><p>Part 1 How to deliver questions as a teacher?Assessing students</p><p>through questions.</p><p>Part 2</p><p>- Activities to promote question making skills in our students.</p>http://setiteachers.ning.com/http://setiteachers.ning.com/</li><li><p>7/29/2019 Teaching and the Art Of</p><p> 2/3</p><p>Recalling -Who, what, when,where, how _______?Identifying Errors -What is wrong</p><p>with_______?</p><p>Comparing -How is similarto/different from_______?Inferring -What might we inferfrom_______?</p><p>What conclusions mightbe drawn from _______?</p><p>Identifying Attributesand Components -</p><p>What are thecharacteristics/parts of _______?</p><p>Predicting -</p><p>What might happen if _______?</p><p>Classifying -How might we organizeinto categories_______?Elaborating -What ideas/details</p><p>canyou add to _______?Give an example of _______.Ordering -Arrange into</p><p>sequenceaccording to _______?Summarizing -Can you summarize_______?Establishing</p><p>Criteria -What criteria would youuse to judge/evaluate_______?IdentifyingRelationships</p><p>andPatterns -Develop anoutline/diagram/web of _______?Identifying Main Ideas -What iswrong with_______?</p><p>What conclusions mightbe drawn from_______?</p><p>Verifying -What evidencesupports _______?</p><p>How might we</p><p>Representing -</p><p>In what other ways mightwe show/illustrate _______?</p><p>prove/confirm _______?</p><p>Techniques of EffectiveQuestioning1.</p><p>Establish an appropriateenvironment</p><p>.Onlycertain questionsshouldbeposed in front of students; bedside (beginning)questionsshouldfocusprincipallyon knowledge and recall and to a lesser</p><p>extent oncomprehension.</p><p>2.</p><p>Createaclimateconduciveto learning</p><p>.A happyfacial expression, nod,or verbal acknowledgement of a correct response encouragesother studentsto participate in the discussion.Pose questionsin a</p><p>non-threateningwayand receive answersin a supportive fashion.A harshtone, especiallywhen used to interrupt a response from the student, canbe</p><p>devastatingfor both the student and hisor her peers.</p><p>3.</p><p>Preparethestudents for thequestioning session and discussion</p><p>.Explain to studentsthe format, expectations, and howthisknowledge willhelp them.</p><p>4.</p><p>Useboth pre-planned and emergingquestions</p><p>.Pre-planned questionsare those incorporated into the teachingplan that are asked duringtheteachingsession to introduce newconcepts, focusthe discussion</p><p>oncertain items, steer the discussion in specificdirections, or identifystudentknowledge / level on the topic. Emergingquestionsderive from thediscussion itself and</p></li><li><p>7/29/2019 Teaching and the Art Of</p><p> 3/3</p><p>the specificanswersgiven to previousquestions.Thinkquicklyand act decisivelyto phrase these questionsaccuratelyandpose them at appropriate timesin the</p><p>discussion.</p><p>5.</p><p>Usean appropriatevarietyand mix of questions.</p><p>One good strategyisto start with convergent questionsand then continue with divergentquestions, perhapsaskingquestionsin hierarchical sequence and</p><p>buildingfrom the recall of factsto higher levelsof thinkingand problem-solving.If aquestion requiringa higher level thinkingskill blocksthe student, go downtoa question requiringlower-level thinkingskillsand then workup thehierarchy.</p><p>6.</p><p>Avoid trickquestions and thosethat requireonlyaYESor NOresponse.</p><p>Trickquestionsshould be avoided, astheyfrustrate studentsand tend to encourage frivolousresponses.YES or NOquestionsencourage students to respond</p><p>without fullyunderstandingor thinkingthrough the issue.When used, such questionsshould be followed byother questionsto determine the thinkingprocess</p><p>of the student.</p></li></ul>

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