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OER4Schools/Questioning: Difference between revisions
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You will need mini-blackboards and something for display (blackboard/flipchart). | You will need mini-blackboards and something for display (blackboard/flipchart). | ||
Choose some topics that | Choose some topics that participants are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are: | ||
* the importance of water{{indinc|C1.2}}, | * the importance of water{{indinc|C1.2}}, | ||
* living together{{indinc|C1.13}}, | * living together{{indinc|C1.13}}, | ||
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{{activity|stgw| in pairs: Coming up with some questions.|5}} Choose a topic from the board. Write five questions on mini-blackboards or paper that you normally ask/would ask the pupils in class? | {{activity|stgw| in pairs: Coming up with some questions.|5}} Choose a topic from the board. Write a list of up to five questions on mini-blackboards or paper that you normally ask/would ask the pupils in class? | ||
{{ednote|text= | {{ednote|text= | ||
Allow only about 3-5 minutes for this activity so that spontaneous questions are recorded. | Allow only about 3-5 minutes for this activity so that spontaneous questions are recorded. | ||
After 3-5 minutes, explain | After 3-5 minutes, explain what open and closed questions are (see background reading below) and ask for a couple of questions for each example from the whole group to illustrate. Write these examples (no more than two of each question type) on the blackboard or flipchart or ask a volunteer participant to do so, for reference during the game. When you are sure that participants have got the idea of the differences between the question types proceed with the game. | ||
During the game, ensure that participants do not feel less motivated if their questions are more closed or surface type. To ensure this: | |||
* Refrain from judging questions. Record questions factually without expressing any emotion. | * Refrain from judging questions. Record/discuss questions factually without expressing any emotion. | ||
* Mention that all types of questions have value and can be used for different purposes. Closed and surface questions are also important to some extent. | * Mention that all types of questions have value and can be used for different purposes. Closed and surface questions are also important to some extent. | ||
* Maintain positive body language by listening attentively. | * Maintain positive body language by listening attentively. | ||
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Before the session, prepare the workshop room by marking OPEN on one side of the room and CLOSED on the other side. To keep it simple, draw a line on the floor with a chalk and write OPEN and CLOSED! | Before the session, prepare the workshop room by marking OPEN on one side of the room and CLOSED on the other side. To keep it simple, draw a line on the floor with a chalk and write OPEN and CLOSED! | ||
To start the game, ask participants to look at the first question (on their respective lists), work out whether it is open or closed and move to the corresponding side of the room. When participants have categorised their first question, take a few examples from each side of the room for clarification that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way. | |||
Continue to play the game for five minutes, clarifying that questions have been correctly categorised after each new move, taking examples from different participants each time. | |||
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{{activity|Game| on open and closed questions.|5}} | {{activity|otr| Facilitator talk on open and close questions.|5}} | ||
{{activity|Game| on open and closed questions.|5}} The facilitator will ask you to categorise the questions on your list, one at a time, as open or closed and to move to the corresponding side of the room. Work through your questions one at a time and categorise them as closed or open when asked to do so. For each question, move to the side of the room marked OPEN if that question is open or to the side marked CLOSED if that question is closed. Be prepared to explain your rationale to the rest of the group. | |||
{{ednote|text= | {{ednote|text= | ||
Make this activity interesting by asking participants to run to their side (OPEN or CLOSED) at the sound of clap and ask the participant who gets there first to clap | Make this activity interesting by asking participants to run to their side (OPEN or CLOSED) at the sound of clap and ask the participant who gets there first to clap when it is time to move again after considering the second question, and so on. | ||
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