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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 /> | ||
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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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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''' | '''References''' | ||
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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. | ||
<hr> | |||
{{DfES Ped Pack}} | |||
