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* Closed questions are factual and focus on a correct response. ''Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.'' | * Closed questions are factual and focus on a correct response. ''Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.'' | ||
* Open questions have many answers. ''Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers | * Open questions have many answers. ''Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers from plants? Suggest ways to prevent the spread of malaria in your community?'' | ||
'''Surface versus Deep questions:''' | '''Surface versus Deep questions:''' | ||
* Surface questions elicit one idea or some ideas. ''For example, What is the difference between organic and inorganic fertilizers? What is the use | * Surface questions elicit one idea or some ideas. ''For example, What is the difference between organic and inorganic fertilizers? What is the use of carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?'' | ||
* Deep questions elicit relations between ideas and extended ideas. ''For example | * Deep questions elicit relations between ideas and extended ideas. ''For example: What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between the climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?'' | ||
‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking. | ‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking. | ||
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Here are some questions you can use about your questions! | Here are some questions you can use about your questions! | ||
* Does this question have one correct answer? | * Does this question have one correct answer? | ||
* | * Is there more than one answer to this question? | ||
* Are you using this question to get a student to give you a particular answer? | * Are you using this question to get a student to give you a particular answer? | ||
* Could a student come up with the answer through their own thinking, or is it something that they either know or don't know? | * Could a student come up with the answer through their own thinking, or is it something that they either know or don't know? | ||
* If the question is answered by somebody, would it be possible for somebody to object to the answer, and come up with a different answer (that can be justified, or one that at least isn't easy to dismiss). | * If the question is answered by somebody, would it be possible for somebody to object to the answer, and come up with a different answer (that can be justified, or one that at least isn't easy to dismiss). | ||
Also try to answer the question yourself: Is it a productive question? You could also test your question on a colleague: Again, how do they answer the question? | Also try to answer the question yourself: Is it a productive question? You could also test your question on a colleague: Again, how do they answer the question? | ||
Also see [[OER4Schools/Questions you can ask]]. | Also see [[OER4Schools/Questions you can ask]], and also see [[OER4Schools/Starting the enquiry based learning process|Starting the enquiry based learning process]] regarding "productive questions". | ||
