Eight Questions Frequently Asked about Questioning.
Classroom teachers' engagement in dialogue with their students develops important skills and attitudes. Drawing from a series of inservice teacher education workshops, this paper addresses the following concerns with respect to acquiring and strengthening questioning techniques: (1) "Should all children be asked a variety of question types, or should one try to match the 'levels' with their abilities?" "What are good examples of methods utilizing higher order questioning techniques?" (3) "How often should higher-level thinking questions be asked in a classroom?" (4) "How does one record information and collect data regarding questioning?" (5) "How can a teacher become a good questioner?" (6) "How can questioning be most effective without making the student feel self-conscious about giving wrong answers?" (7) "What should a teacher do after asking 'Are there any questions?' and students do not respond, or when trying to respond to every child who has a hand up?" and (8) "How can teachers get their student teachers to ask more meaningful and critical types of questions?" Based on a review of the literature and on an examination of the available research, the report provides eight questioning strategies. (LL) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** EIGHT QUESTIONS FREQUENTLY ASKED ABOUT QUESTIONING Dr. Viola Supon 3224 McCormick Building Bloomsburg University Dr. Pat Wolf 3224 McCormick Building Bloomsburg University U 3 DEPARTMENT Of EDUCATION Office et Educabonal Rseatch am) !mom...moot AJCATIONAL RESOURCES INFORMATION CENTER (ERIC) O thts dOcumen1 N. Morocluceo as toce.vell (tont the maw, 01 cygmnizaltoo otypost.ng .1 O M.1-10, chaogeo hare been mO to .mcgov teptoduction qullty Points 01 v.** of opinlonil vatochn lbsdoctr men! Oo oOt neceuanly toptesen1 official OE RI pos.hon or pokcy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) BEST COPY AVAILABLE 4 EIGHT QUESTIONS FREQUENTLY ASKED ABOUT QUESTIONING After conducting workshops on questioning for classroom teachers, it became apparent what types of questions are frequently asked by this population of educators. Teachers are the perpetrators who engage in dialogue with their students in the development of important skills and attitudes. Addressing questions raised during these workshops is the intent and purpose of this paper, which will help other teachers acquire stronger questioning techniques. 1. Should all children be asked a variety of question types. or should we try to match the "levels" with their abilitio2. According to Woolfold McCune-Nicolich (1984), teachers should ask questions based on the lesson's objective, student's age, ability, and socioeconomic background while encompassing different types of questions. Ward and Tikunoff (1976) suggest a mixture of higher and lower-level questions which keep the lesson's objectives and the needs of the student as priorities. These researchers recommend this approach for classes of mixed abilities. For students with behavioral or learning
A case study of a school implementing a constructivist philosophy
vi Chapter 1 Background and Purpose of Study 1 Background on Constructivism 5 Moderate Social constructivism 5 Radical Social Constructivism 7 Moderate Psychological Constructivism 8 Radical Psychological Constructivism 9 Summary 10 Statement of Problem 10 Purpose of the Study 11 Research Questions 11 Significance of Study 12 Limitations of Study 12 Assumptions 13 Definition of Terms 13 Summary of Chapter 15 Organization of the Chapters 15 About the researcher 16 Chapter 2 Review of Literature 17 Constructivism 17 Constructivist Pedagogy and Standards 18 Constructivist Pedagogy 19 Assessments 22 Role of the Teacher 23 Concept-Based Curriculum 24 Designing Concept-based Curricula 27 Essential Understandings and Questions 28 The Role of Discourse in Constructivist Classrooms 29 Professional Learning Community 33 Tri-Partite Theory of Organizational Change and Succession 36 Summary of Chapter 37
The Use of Questions in Teaching
This study surveys the use of questions in the classroom over a fifty-year period. It reveals that the main trend has been the development of techniques to describe questions used by teachers. The present state of research knowledge deals with the incidence of teachers' questions, the relative frequencies with which various types of questions are asked, and taxonomies describing questions which teachers ask. Suggested contributions which can be made by researchers interested in improving the quality of classroom teaching include development of taxonomies based on the types of questions which should be asked; identification of desired changes in student behavior; determination of whether new questioning strategies have the impact on student behavior which is claimed for them; implementation of effective teacher-training programs in the strategy and use of questioning techniques; and the fostering of inservice training programs in questioning skills. (See related document CS 000 186.) (Several pages may be light.) (Author/TO) TEACHER EDUCATION DIVISION U S DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG INATING II POINTS OF VIEW OR OPIN IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION OR POLICY PUBLICATION SERIES FILMED FROM BEST AVAILABLE COPY THE USE OF QUESTIONS IN TEACHING