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Questioning Techniques in Primary Science/Document: Difference between revisions
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Questioning Techniques in Primary Science/Document (view source)
Revision as of 15:37, 9 January 2013
, 13 years ago→Questioning Techniques
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'''Questioning a group:''' | '''Questioning a group:''' | ||
* Question – pause – name . | * Question – pause – name. | ||
* Don’t allow calling out. | * Don’t allow calling out. | ||
* Random distribution of questions. | * Random distribution of questions. | ||
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* Leading: compare ‘isn’t such and such the best way to do it?’ to ‘is that the best way or can you suggest any other?’ | * Leading: compare ‘isn’t such and such the best way to do it?’ to ‘is that the best way or can you suggest any other?’ | ||
* Built-in answers: ‘5 per cent of 23 is 1.15, isn’t it?’ | * Built-in answers: ‘5 per cent of 23 is 1.15, isn’t it?’ | ||
* Multiple: ‘So what’s the next stage… | * Multiple: ‘So what’s the next stage… What would you do next, what apparatus would you use?’ | ||
* Read my mind: do you want their ideas or for them to guess yours? | * Read my mind: do you want their ideas or for them to guess yours? | ||
* Complex: match language, etc. to pupil’s level. Plan how, why and when to expand vocabulary. | * Complex: match language, etc. to pupil’s level. Plan how, why and when to expand vocabulary. | ||
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'''Some common errors in questioning''' | '''Some common errors in questioning''' | ||
* Asking too many questions at once | * Asking too many questions at once. | ||
* Asking a question and answering it yourself | * Asking a question and answering it yourself. | ||
* Asking questions only to the brightest or most likeable | * Asking questions only to the brightest or most likeable. | ||
* Asking a difficult question too early | * Asking a difficult question too early. | ||
* Asking irrelevant questions | * Asking irrelevant questions. | ||
* Always asking the same types of questions | * Always asking the same types of questions. | ||
* Not using probing questions | * Not using probing questions. | ||
* Not giving pupils time to think | * Not giving pupils time to think. | ||
* Not correcting wrong answers | * Not correcting wrong answers. | ||
* Ignoring answers | * Ignoring answers. | ||
* Failing to see implications of answers | * Failing to see implications of answers. | ||
* Failing to build on answers | * Failing to build on answers. | ||
'''Questions to ask children as they are working''' | '''Questions to ask children as they are working''' | ||
