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
Educational psychology for teachers
This course examines education through a psychological lens, including information on how teachers can apply principles from educational psychology to their teaching. We will utilize theories on development/individual differences, learning/memory, classroom strategies and motivation/group differences to understand more about education and the classroom environment. Ideally, your knowledge of learning and motivation will help shape the practices you utilize within your classrooms, increasing effectiveness and student learning.
High‐precision U‐Pb zircon age calibration of the global Carboniferous time scale and Milankovitch band cyclicity in the Donets Basin, eastern Ukraine
High‐precision ID‐TIMS U‐Pb zircon ages for 12 interstratified tuffs and tonsteins are used to radiometrically calibrate the detailed lithostratigraphic, cyclostratigraphic, and biostratigraphic framework of the Carboniferous Donets Basin of eastern Europe. Chemical abrasion of zircons, use of the internationally calibrated EARTHTIME mixed U‐Pb isotope dilution tracer, and improved mass spectrometry guided by detailed error analysis have resulted in an age resolution of <0.05%, or ∼100 ka, for these Carboniferous volcanics. This precision allows the resolution of time in the Milankovitch band and confirms the long‐standing hypothesis that individual high‐frequency Pennsylvanian cyclothems and bundles of cyclothems into fourth‐order sequences are the eustatic response to orbital eccentricity (∼100 and 400 ka) forcing. Tuning of the fourth‐order sequences in the Donets Basin to the long‐period eccentricity cycle results in a continuous age model for the Middle to Late Pennsylvanian (Moscovian‐Kasimovian‐Ghzelian) strata of the basin and their record of biological and climatic changes through the latter portion of the late Paleozoic Ice Age. Detailed fusulinid and conodont zonations allow the export of this age model to sections throughout Euramerica. Additional ages for Mississippian strata provide among the first robust radiometric calibration points within this subperiod and result in variable lowering of the base ages of its constituent stages compared to recent global time scale compilations.