When planning your questions, try to anticipate possible student responses.A question such as "Don't we all agree that the author of the article exaggerated the dangers of agent orange to strengthen his viewpoint?" will not encourage student response. Avoid implied response questions when you are genuinely seeking an answer from the class. Your questions should not contain the answers."What did we say about chemical bonding?" is too general unless you are only seeking a review of any material the students remember. Questions such as "What about foreign affairs?" do not often lead to productive answers and discussion. Phrase your questions so that the task is clear to students.However, having a prepared list of questions will help to assure that you ask questions appropriate for your goals and representative of the important material. Should you think of additional or better questions during the questioning process, you can be flexible and add those or substitute them for some of your planned questions. This is called "scripting." Arrange your list in some logical sequence (specific to general, lower level to higher level, a sequence related to content). Until you are quite skilled at classroom questioning you should write your main questions in advance.Avoid questions that can be answered "yes" or "no" unless you are going to follow with more questions to explore reasoning. Ask questions that require an extended response or at least a "content" answer.Do not mislead them by emphasizing less important material. Students will study and learn based on the questions you ask. Choose material which you consider important rather than trivial. Your goal should help you determine what levels of questions you will ask. Decide on your goal or purpose for asking questions.What are some ways we might solve the energy crisis? Given the medical data before you, would you say this patient is intoxicated or suffering from a diabetic reaction? For example, "What is an example of an adjective?"īoth open and closed questions may be used at any level of the taxonomy: For example, "What is the definition of an adjective?" An open question is one for which there are many acceptable answers, most of which will not be anticipated by the instructor. A closed question is one for which there are a limited number of acceptable answers, most of which will usually be anticipated by the instructor. In addition to asking questions at various levels of the taxonomy, an instructor might consider whether he is asking closed or open questions. For example, she might then ask, "What is the definition of thesis statement?" or "What are some characteristics of different writing styles?" For example, an instructor might ask the higher-level question, "How can style of writing and the thesis of a given essay be related?" If she gets inadequate or incorrect student response to that question, she might ask lower-questions to check whether students know and understand the material. Typically, an instructor would vary the level of questions within a single class period. stimulating students to seek information on their own.encouraging students to think more deeply and critically. Higher-level questions involve the ability to analyze, evaluate, or create, and are most appropriate for:
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |