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OER4Schools/Questioning: Difference between revisions
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Edits for units 2 and 3. Adding activities.
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After 3-5 minutes, explain the types of questions below and ask the other participants to suggest examples from their mini-blackboard that represent these types. Write these examples on the blackboard or flipchart or ask a volunteer participant to do so. Explain one type of question, ask the other participants for examples, record examples on board, and then mention second type. | After 3-5 minutes, explain the types of questions below and ask the other participants to suggest examples from their mini-blackboard that represent these types. Write these examples on the blackboard or flipchart or ask a volunteer participant to do so. Explain one type of question, ask the other participants for examples, record examples on board, and then mention second type. | ||
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{{activity|Game| on open and closed questions|5}} Categorise your questions as closed and open questions. For each question, you move to the side of the room marked OPEN if their question is open or to the side marked CLOSED if their question is closed. | {{activity|Game| on open and closed questions|5}} Categorise your questions as closed and open questions. For each question, you move to the side of the room marked OPEN if their question is open or to the side marked CLOSED if their question is closed. | ||
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= Activity: Reading = | = Activity: Reading = | ||
{{activity|Reading|10}} | |||
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'''Closed versus Open questions:''' | |||
* 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 of plants? Suggest ways to prevent spread of malaria in your community?'' | |||
'''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 if 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, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between 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. | |||
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{{activity|Reading|20}} {{todo|we either need to reproduce the text of the handout here. But ideally we'd make this more interactive.}} | {{activity|Reading|20}} {{todo|we either need to reproduce the text of the handout here. But ideally we'd make this more interactive.}} | ||
