Category Archives: Questioning Techniques

Questioning Toolkit

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Hi Everyone,

Here is another great resource that can be used to help identify the different types of questions that can be asked and what purposes they serve. Very informative! Here is the link to the article:

http://www.fno.org/nov97/toolkit.html 

From Now On
The Educational Technology Journal


Vol 7|No 3|November-December|1997

 A Questioning ToolkitEach district should create a Questioning Toolkit which contains several dozen kinds of questions and questioning tools. This Questioning Toolkit should be printed in large type on posters which reside on classroom walls close by networked, information-rich computers.

Portions of the Questioning Toolkit should be introduced as early as Kindergarten so that students can bring powerful questioning technologies and techniques with them as they arrive in high school.

Essential Questions Subsidiary Questions Hypothetical Questions Telling Questions Planning Questions
Organizing Questions Probing Questions Sorting & Sifting Questions Clarification Questions Strategic Questions
Elaborating Questions Unanswerable Questions Inventive Questions Provocative Questions Irrelevant Questions
Divergent Questions Irreverent Questions

 Essential Questions

These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human.

Most important thought during our lives will center on such essential questions.

  • What does it mean to be a good friend?
  • What kind of friend shall I be?
  • Who will I include in my circle of friends?
  • How shall I treat my friends?
  • How do I cope with the loss of a friend?
  • What can I learn about friends and friendships from the novels we read in school?
  • How can I be a better friend?

If we were to draw a cluster diagram of the Questioning Toolkit,Essential Questions would be at the center of all the other types of questions. All the other questions and questioning skills serve the purpose of “casting light upon” or illuminatingEssential Questions.

Most Essential Questions are interdisciplinary in nature. They cut across the lines created by schools and scholars to mark the terrain of departments and disciplines.

Essential Questions probe the deepest issues confronting us . . . complex and baffling matters which elude simple answers: Life – Death – Marriage – Identity – Purpose – Betrayal – Honor – Integrity – Courage – Temptation – Faith – Leadership – Addiction – Invention – Inspiration.

The greatest novels, the greatest plays, the greatest songs and the greatest paintings all explore Essential Questions in some manner.

Essential Questions are at the heart of the search for Truth.

Many of us believe that schools should devote more time toEssential Questions and less time to Trivial Pursuit.

One major reform effort, the Coalition of Essential Schools, has made Essential Questions a keystone of its learning strategy. (Visit the Coalition Web site).

Essential Questions offer the organizing focus for a unit. If the U.S. History class will spend a month on a topic such as the Civil War, students explore the events and the experience with a mind toward casting light upon one of the following questions, or they develop Essential Questions of their own . . .

  • Why do we have to fight wars?
  • Do we have to fight wars?
  • How could political issues or ideas ever become more important than family loyalties?
  • Some say our country remains wounded by the slavery experience and the Civil War. In what ways might this claim be true and in what ways untrue? What evidence can you supply to substantiate your case?
  • Military officers often complain that the effective conduct of modern war is impeded by political interference and popular pressures on the home front. To what extent did this also prove true during the Civil War?
  • How can countries avoid the kind of bloodshed and devastation we experienced during our Civil War?
  • How much diversity can any nation tolerate?
  • Who showed greater bravery and courage, the front line soldiers and the nurses who tended to the wounded and dying or the leaders of the war effort?
  • Should there be a law against war profiteering?

For more on Essential Questions read this other selection.


 Subsidiary QuestionsThese are questions which combine to help us build answers to our Essential Questions. Big questions spawn families of smaller questions which lead to insight. The more skillful we and our students become at formulating and then categorizing Subsidiary Questions, the more success we will have constructing new knowledge. All of the question categories listed and explained below are types of Subsidiary Questions.

We have several strategies from which to choose when developing a comprehensive list of Subsidiary Questions for our project:

  • We can brainstorm and list every question which comes to mind, utilizing a huge sheet of paper or a word processing program or a graphical organizing program such asInspiration (http://www.engagingminds.com/inspiration), putting down the questions as they “come to mind.” Later we can move these around until they end up along side of related questions. This movement is one advantage of software. This approach has the benefit of spontaneity.
  • We can take a list of question categories like the one outlined in this article and generate questions for each category. This approach helps provoke thought and questions in categories which we might not otherwise consider.

In the (condensed) illustration below, a team is pondering the following Essential Question:

What is the best way for our school to involve students in the use of e-mail?

They begin by listing every question they can think up. They have one member type the list into the outlining part of Inspiration. They could use a word processor instead, but Inspiration will automatically convert their outline into a variety of diagrams and will allow them to move questions around later.

Best way to involve students in the use of e-mail?

Worst that can happen?
Potential benefits?
Obstacles which must be overcome?
Available resources?
Sufficient resources?
Additional resources?
Good models?
How prepare students?
How prepare parents?
Relationship to discipline code?
Timing?
Who does what?
Assessing progress?

This outline is transformed in seconds by a simple mouse-click into the following cluster diagram . . .

The lack of order and logic should be immediately visible.

This diagram needs to be re-drawn.

No problem.

Point. Click. Drag!

In just 4-5 minutes, we have a cluster diagram which groups (and colors) questions.

 

Credits: Drawings, photographs and graphics are by Jamie McKenzie.

Copyright Policy: Materials published in From Now Onmay be duplicated in hard copy format if unchanged in format and content for educational,non-profit school district use only. All other uses,transmissions and duplicationsare prohibited unless permission is granted expressly. Showing these pages remotely through frames is not permitted.
FNO is applying for formal copyright registration for articles.

Cheers,

V


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Questioning Techniques: Types of Questions

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Hi Everyone,

Here is an article that demonstrates the significance of proper questioning techniques and how as  learning facilitators we can use this technique to foster learning … Here is the link

http://www.google.ca/#gs_rn=15&gs_ri=psy-ab&suggest=p&cp=13&gs_id=1f&xhr=t&q=questioning+techniques&es_nrs=true&pf=p&output=search&sclient=psy-ab&oq=questioning+t&gs_l=&pbx=1&bav=on.2,or.r_cp.r_qf.&bvm=bv.47380653,d.cGE&fp=5e7eb439a8fb9c76&biw=695&bih=603 ( I am having trouble finding the direct link-so this one takes you to the google search and its the 2nd article that pops up from the top-lable “Questioning Techniques:  Types of Questions”

Questioning Techniques: Types of Questions

“Teachers’ skill in questioning and in leading discussions is valuable for many instructional purposes, eliciting student reflection and challenging deeper student engagement” (Danielson, 1996, p. 92).

Unskilled questioning focuses on “rapid-fire, short-answer, low-level questions” as vehicles for checking students’ knowledge. Danielson calls this “’recitation’ rather than ‘discussion’, because the questions are not true questions but rather a form of a quiz in which teachers elicit from students their knowledge on a particular topic. …poor questions…are boring, comprehensible to only a few students, or narrow—the teacher has a single answer in mind even when choices are possible” (p. 92).

Skilled questioning engages students in a true exploration of content. When they are carefully crafted and framed, questions “enable students to reflect on their understanding and consider new possibilities.” Students are allowed “think time” before responses are expected and teachers often “probe a student’s answer, seeking clarification or elaboration through such questions as, ‘Could you give an example of…?’ or ‘Would you explain what you mean?’

Additionally, well- led classroom discussions are animated and they engage all students in important questions to extend, not just recall, knowledge. In well- run discussions, teachers serve as “guides on the side,” encouraging students to take center stage, comment on others’ responses and request further explanations; the teacher sets the stage, while students are expected to assume considerable responsibility for the depth and breadth of discussions. Everyone participates, not just the “few star students.” The teacher is not waiting for “the right answer.” Well-run discussions also encourage students to pose questions. Where this happens, teachers are encouraging students to develop critical and creative thinking skills and to engage in analytical thinking; students often engage more deeply and are more motivated to participate when they are encouraged to be the questioners. In this type of discussion, “the perspectives of all students are sought; all voices are heard.”

Even the best-planned and -run discussions may go off on an occasional tangent. To maintain a thought-provoking, focused discussion, the teacher needs to be able to find a respectful way to bring the group back to task without cutting off or putting down those who are off track.

Danielson’s “take” on the quality of questions, discussion techniques, and student participation from the perspective of the level of performance in the classroom follows (p. 94):

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ELEMENT

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LEVEL OF PERFORMANCE

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UNSATISFACTORY

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BASIC

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PROFICIENT

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DISTINGUISHED

Quality of questions

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Teacher’s questions are poor

Some of the teacher’s questions are low, some high quality; only some invite a response

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Most questions are high quality. Adequate time “thought time” is available

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Questions are uniformly high quality, with adequate “thought time” built in. Students formulate many questions.

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Discussion techniques

Interaction between instructor and students is primarily “recitation” style; teacher mediates all questions and responses

Teacher makes some attempt to engage students in meaningful discussion, with uneven results

Classroom interaction represents true discussion, with teacher stepping, when appropriate, to the side

Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions

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Student participation

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Only a few students participate

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Teacher attempts to engage all students, but with only limited success

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Teacher successfully engages all students

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Students themselves ensure that all voices are heard in the discussion

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You may want to visit some or all of these Web sites:

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Cheers,

V

Background Knowledge Probe

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Hi Everyone,

This instructional strategy video focuses on the background knowledge probe. It examines how it can be used (the ideal context), its limitations, advantages and some best practices. I made it!! Check it out!

Link:

http://www.xtranormal.com/watch/14567737/background-knowledge-probe

Cheers,

V