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Questioning Research Summary: Difference between revisions
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<noinclude>{{ORBITreading}}</noinclude> | |||
<section begin=Body/> | |||
=Summary of research= | =Summary of research= | ||
<section begin=Intro /> | <section begin=Intro /> | ||
'''Effective questioning''' | '''Effective questioning''' | ||
Research evidence suggests that effective teachers use a greater number of open questions than less effective teachers. The mix of open and closed questions will, of course, depend on what is being taught and the objectives of the lesson. However, teachers who ask no open questions in a lesson may be providing insufficient cognitive challenges for pupils. | Research evidence suggests that effective teachers use a greater number of open questions than less effective teachers. The mix of open and closed questions will, of course, depend on what is being taught and the objectives of the lesson. However, teachers who ask no open questions in a lesson may be providing insufficient cognitive challenges for pupils. | ||
<section end=Intro /> | <section end=Intro /> | ||
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'''What is effective questioning?''' | '''What is effective questioning?''' | ||
Questioning is effective when it allows pupils to engage with the learning process by actively composing responses. Research (Borich 1996; Muijs and Reynolds | Questioning is effective when it allows pupils to engage with the learning process by actively composing responses. Research (Borich 1996; Muijs and Reynolds 2001; Morgan and Saxton 1994; Wragg and Brown 2001) suggests that lessons where questioning is effective are likely to have the following characteristics | ||
2001; Morgan and Saxton 1994; Wragg and Brown 2001) suggests that lessons where questioning is effective are likely to have the following characteristics | |||
* Questions are planned and closely linked to the objectives of the lesson. | * Questions are planned and closely linked to the objectives of the lesson. | ||
*The learning of basic skills is enhanced by frequent questions following the exposition of new content that has been broken down into small steps. Each step should be followed by guided practice that provides opportunities for pupils to consolidate what they have learned and that allows teachers to check understanding. | *The learning of basic skills is enhanced by frequent questions following the exposition of new content that has been broken down into small steps. Each step should be followed by guided practice that provides opportunities for pupils to consolidate what they have learned and that allows teachers to check understanding. | ||
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'''How do questions engage pupils and promote responses?''' | '''How do questions engage pupils and promote responses?''' | ||
It doesn’t matter how good and well structured your questions are if your pupils do not respond. This can be a problem with shy pupils or older pupils who are not | It doesn’t matter how good and well structured your questions are if your pupils do not respond. This can be a problem with shy pupils or older pupils who are not used to highly interactive teaching. It can also be a problem with pupils who are not very interested in school or engaged with learning. The research identifies a number of strategies which are helpful in encouraging pupil response. (See Borich 1996; Muijs and Reynolds 2001; Morgan and Saxton 1994; Wragg and Brown 2001; Rowe 1986; Black and Harrison 2001; Black et al. 2002.) | ||
used to highly interactive teaching. It can also be a problem with pupils who are not very interested in school or engaged with learning. The research identifies a number of strategies which are helpful in encouraging pupil response. (See Borich 1996; Muijs and Reynolds 2001; Morgan and Saxton 1994; Wragg and Brown 2001; Rowe 1986; Black and Harrison 2001; Black et al. 2002.) | |||
Pupil response is enhanced where | Pupil response is enhanced where | ||
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<section begin=Why/> | <section begin=Why/> | ||
'''How do questions develop pupils’ cognitive abilities?''' | '''How do questions develop pupils’ cognitive abilities?''' | ||
Lower-level questions usually demand factual, descriptive answers that are relatively easy to give. Higher-level questions require more sophisticated thinking from pupils; they are more complex and more difficult to answer. Higher-level questions are central to pupils’ cognitive development, and research evidence suggests that pupils’ levels of achievement can be increased by regular access to higher-order thinking. (See Borich 1996; Muijs and Reynolds 2001; Morgan and Saxton 1994; Wragg and Brown 2001; Black and Harrison 2001.) | Lower-level questions usually demand factual, descriptive answers that are relatively easy to give. Higher-level questions require more sophisticated thinking from pupils; they are more complex and more difficult to answer. Higher-level questions are central to pupils’ cognitive development, and research evidence suggests that pupils’ levels of achievement can be increased by regular access to higher-order thinking. (See Borich 1996; Muijs and Reynolds 2001; Morgan and Saxton 1994; Wragg and Brown 2001; Black and Harrison 2001.) | ||
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Bloom researched thousands of questions routinely asked by teachers and categorised them. His research, and that of others, suggests that most learning- focused questions asked in classrooms fall into the first two categories, with few questions falling into the other categories which relate to higher-order thinking skills. | Bloom researched thousands of questions routinely asked by teachers and categorised them. His research, and that of others, suggests that most learning- focused questions asked in classrooms fall into the first two categories, with few questions falling into the other categories which relate to higher-order thinking skills. | ||
<section end=Why/> | <section end=Why/> | ||
<section end=Body/> | |||
'''References''' | |||
*Black, P. and Harrison, C. (2001) ‘Feedback in questioning and marking: the science teacher’s role in formative assessment’. ''School Science Review ''82 (June) 43–49. | *Black, P. and Harrison, C. (2001) ‘Feedback in questioning and marking: the science teacher’s role in formative assessment’. ''School Science Review ''82 (June) 43–49. | ||
*Black, P. et al. (2002) ''Working inside the black box: assessment for learning in the classroom. ''King’s College, London. ISBN: 1871984394. | *Black, P. et al. (2002) ''Working inside the black box: assessment for learning in the classroom. ''King’s College, London. ISBN: 1871984394. | ||
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* Rowe, M. B. (1986) ‘Wait time: slowing down may be a way of speeding up!’ ''Journal of Teacher Education ''37 (January–February) 43–50. | * Rowe, M. B. (1986) ‘Wait time: slowing down may be a way of speeding up!’ ''Journal of Teacher Education ''37 (January–February) 43–50. | ||
* Wragg, E. C. and Brown, G. (2001) ''Questioning in the secondary school.'' Routledge. ISBN: 014524952X. | * Wragg, E. C. and Brown, G. (2001) ''Questioning in the secondary school.'' Routledge. ISBN: 014524952X. | ||
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