Importance of Questioning and Feedback Technique in developing

Importance of Questioning and Feedback Technique in developing 3 Cs www. schoolofeducators. com

WHAT ARE 3 Cs CRITICAL THINKING CREATIVE THINKING & COMMUNICATION SKILLS www. schoolofeducators. com

Developing students’ 3 Cs Difficulties Students’ attitude Students’ ability Teaching practices Teaching time … www. schoolofeducators. com …

Misconception: “Students are not willing to speak in English. It is difficult to develop their communication skills. ” ? ? • Reflection: questioning and feedback techniques can create an atmosphere where students feel secure enough to www. schoolofeducators. com take risks.

Creating a classroom culture open to dialogue 1. Attentive listening – Be patient – Don’t interrupt students while they are responding to questions unless they are being disruptive 2. Reinforcement – Make positive statements – Use positive nonverbal communication 3. Encouragement – Encourage responses from volunteering and non -volunteering students www. schoolofeducators. com

Creating a classroom culture open to dialogue 4. Redirecting – Invite other students to give additional information or comments – Allow a student to correct another student’s incorrect statement 5. Rephrasing – Reword the question to make it clearer – Provide some information to help students come up with the answer – Break the question into more manageable partswww. schoolofeducators. com

Misconception: “Students are not able to answer higher level questions. It is difficult to develop students’ critical thinking and creativity. ” ? ? • Reflection: questioning and feedback techniques can aid critical thinking processes, and encourage creative and www. schoolofeducators. com imaginative thought.

1. Developing critical thinking and enhancing creativity Wait time – After framing the question, pause while everybody has a chance to think of an answer – Let students prepare or discuss higher level questions 2. Scaffolding – Scaffold learning with rich input (thoughts and language) to prepare or activate students – Use recall questions first to be sure the students have the knowledge. Then proceed to comprehension and analysis questions. Follow those up with evaluation/creative questions. www. schoolofeducators. com

Developing critical thinking and enhancing creativity 3. Prompt – Use follow up questions to help students justify / clarify / analyze a statement or comment – Make use of five senses questions to help students express their thoughts and feelings www. schoolofeducators. com

Misconception: “Teaching means the direct transfer of knowledge. ” ? • relying on giving direct instructions ? • asking and responding to questions in lesson is not relevant to language learning • Reflection: how students can really learn a language effectively – through contextualised learning and authentic communication www. schoolofeducators. com

Two different approaches to conducting lessons u. Use of direct u. Use of questions and instructions feedback in lessons • teacher-centred • student-centred approach • less opportunity • providing students for students to with a real reason, practise the use interest and context of language for to communicate communication • retrieving and • little chance for applying knowledge students to think and language for actively www. schoolofeducators. com

Example: • negotiate meaning with students (as opposed to using direct instruction) to elicit ideas about the nature of a story to be read www. schoolofeducators. com

Misconception: “Asking questions is merely to motivate students or rectify answers deviating from the suggested ones. ” ? • no awareness of the use of questions to develop students’ ? cognitive thinking skills • need for extra time in lessons to ask questions (but teaching schedule is tight) the strategic use • Reflection: of questions to help develop students’ thinking skills www. schoolofeducators. com

l Strategic, purposeful use of questions • design questions on the basis of the learning inputs • make use of various types of questions to facilitate the scaffolding of knowledge towards the teaching objectives targetted • use open questions to give students opportunities to make inferences and draw logical conclusions www. schoolofeducators. com

Misconception: “Students’ incorrect answers mean teachers’ failure to teach properly ? or effectively. ” • keeping use of questions to ? minimum • avoiding addressing questions to students with limited language ability • Reflection: • an important source of information for assessing learning and teaching • www. schoolofeducators. com shouldn’t be avoided

Informing teaching and learning students’ responses • inform teachers effectively of ss’ learning difficulties and progress • should be handled accordingly: feedback can be in the form of follow-up questions applying probing, refocussing, redirecting and rephrasing • allow teachers the chance to revise or adjust their teaching www. schoolofeducators. com

Misconception: “The teacher is the sole person responsible for evaluation and assessment. Students don’t need to learn how to evaluate or assess themselves. ” ? ? • Reflection: need to develop students’ reflective skills exercise judgment about the content and the processes of www. schoolofeducators. com learning.

Developing reflective skills 1. Share learning goals – Discuss assessment criteria and how the criteria can be met in practice – Give students diagnostic and corrective feedback on how to achieve the learning goals and improve themselves www. schoolofeducators. com

Developing reflective skills 2. Promote self or peer assessment – Enable students to recognise progress in their work, skills, knowledge and understanding – Encourage students to take responsibility for their own learning by providing opportunities for them to describe the judgments they make in relation to their progress www. schoolofeducators. com

Students’ change • Students participate actively in an interactive, student-centred learning environment. • Students have developed their communication skills, creativity and critical thinking skills. • Students have learnt how to reflect on their learning. www. schoolofeducators. com

A mirror www. schoolofeducators. com

Skills demonstrated in asking questions : • Have I asked questions which are at an appropriate level for the materials being covered? • Did the questions I asked serve the intended teaching objectives? • Have I asked questions which required students to think at different intellectual levels? www. schoolofeducators. com

Skills demonstrated in phrasing questions and handling students’ responses: • Have I allowed adequate, appropriate waittime after posing questions in class? • Have I reinforced students’ responses positively and effectively? • Have I given students effective feedback which helps/guides them to reflect on their learning? www. schoolofeducators. com

Overall reflection: • What specific problems have I encountered when asking questions or giving feedback during lessons? • What are the strengths and weaknesses of my techniques for questioning and giving feedback? • How can I improve my questioning and feedback techniques? www. schoolofeducators. com