Questioning Techniques Learning Objectives z Distinguish between convergent

Questioning Techniques

Learning Objectives z Distinguish between convergent and divergent questions and cite advantages and disadvantages of each z Classify questions according to levels of Bloom’s Taxonomy z Identify and apply suggestions from the literature into a clinical teaching experience z Analyze your own use of questioning techniques in a clinical teaching setting

Identifying Good Questions z. Activity--Identifying Good Questions

Different Questions for Different Purposes z. Convergent and Divergent z. Bloom’s Taxonomy z. Critical Thinking z. Specific Suggestions from the Literature

Convergent and Divergent z. Convergent Questions yfew responses ygenerally desirable to begin with very convergent questions (especially in primary grades) and move toward more divergent ones later on yuse to emphasize observation, description, recall, comparisons z. Note overuse of convergent questions

Convergent and Divergent z. Divergent Questions ymultiple responses yuse to emphasize drawing inferences, hypothesizing, organizing data, experimentation

Convergent and Divergent z. Studies indicate (Carin and Sund, 1978) that increasing the number of divergent questions increases the quality of student production in terms of number and depth of response

Convergent and Divergent z. To use more divergent questions. . y. Avoid questions that can be answered by yes or no y. Questions that begin with do, did, or, are, is, can, will, would, and should usually require a yes or no response. y. Enhance your convergent questions: Why? How might we find out? What makes you think so?

Convergent and Divergent y. Look for questions that ask children to discover conditions that could change objects or events. y. Ask children questions that require them to discover and compare things

Bloom’s Taxonomy z. Evaluation z. Synthesis z. Analysis z. Application z. Comprehension z. Knowledge

Critical Thinking z. Do not stop with the right answer z. Based on the premise that students can apply thinking skills to learning science concepts and principles by the following steps

Critical Thinking z. Doing through direct, firsthand experiences in an interactive, open, atmosphere z. Constructing by building their knowledge through guided inquiry z. Connecting by relating their learning to the world around them.

Specific Suggestions from the Literature z. Don’t Be in a Hurry. . . y. Wait-time 1 y. Wait time 2 z. Making Discussion student-Centered y“Ping-Pong” y“Basketball”

Specific Suggestions from the Literature z. Leading Better Guided Discovery Lessons y. Do not give rewards during discovery discussions y. Recognizing achievement y. Provide halting-time y. Avoid multiple questions y. Avoid overreaction

Specific Suggestions from the Literature y. Break constrictive thinking y. Ask students to clarify material y. Guard against overgeneralizations yask students to summarize y. Amplify and pursue thought y. Consider the emotional overtone of the material y. Paraphrase what students say y. Use sensitive listening techniques

Specific Suggestions from the Literature y. Suggestions for sensitive listening x. Focus on the person and what he or she is saying x. Do not take the discussion away from the children x. Give nonverbal signals to show you are concerned and that you are listening x. Develop silent time x. Look for indicators that children may want to say something x. Do not interrupt

Specific Suggestions from the Literature z. Asking Questions Appropriate to the Piagetian Level z. Primary and Lower elementary y. Observing y. Grouping and simple classification y. Measuring y. Using numbers--e. g. , counting

Specific Suggestions from the Literature y. Making inferences y. Indicating time and space relations y. Conserving substance, length, number, area y. Reversibility y. Values y. Interpersonal relations y. Predicting y. One-to-one correspondences

Specific Suggestions from the Literature z. Upper elementary beyond age 11 y. Formulating hypotheses y. Learning to control a variable y. Designing relatively sophisticated experiments y. Interpreting data from experiments y. Conservation of mass and volume y. Making operational definitions y. Constructing models (theories)