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{{OER4S | {{OER4S | ||
|title= | |title=Questioning | ||
|session=2.2 | |session=2.2 | ||
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo | }}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo | ||
|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* differentiating between types of questions ('''closed questions''' versus '''open questions''' and '''surface questions''' versus '''deep questions'''), | |||
* differentiating between types of questions | * generating open and deep questions, | ||
* generating open and deep questions | * other types of questions that you can ask students (e.g. '''questions for remembering / understanding / applying / analysing / evaluating / creating'''), and | ||
* other types of questions that you can ask students (e.g. '''questions for remembering/understanding/applying/analysing/evaluating/creating''') | * handling multiple responses. | ||
* handling multiple responses | |||
|success criteria={{ OER4SchoolsWSInfo/criteria intro}} | |success criteria={{ OER4SchoolsWSInfo/criteria intro}} | ||
* play a game to classify questions as open or closed | * play a game to classify questions as open or closed, | ||
* further classify questions during discussion using an information sheet for reference | * further classify questions during discussion using an information sheet for reference, and | ||
* watch a video and identify techniques for '''handling multiple responses''' | * watch a video and identify techniques for '''handling multiple responses'''. | ||
|ict={{ OER4SchoolsWSInfo/ICT intro}} | |ict={{ OER4SchoolsWSInfo/ICT intro}} | ||
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Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine | Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine | ||
* what learners understand, | * what learners understand, | ||
* what they misunderstand and | * what they misunderstand, and | ||
* what they are actually learning. | * what they are actually learning. | ||
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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 what open and closed questions are (see background reading below) and ask for a couple of questions for | After 3-5 minutes, explain what open and closed questions are (see background reading below) and ask the whole group for a couple of example questions of each type for illustration. Write these examples (no more than two of each question type) on the blackboard or flipchart for reference during the game, or ask a volunteer participant to do so. 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: | During the game, ensure that participants do not feel less motivated if their questions are more closed or surface type. To ensure this: | ||
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* Maintain positive body language by listening attentively. | * Maintain positive body language by listening attentively. | ||
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 | 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 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. | 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. | ||
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{{ednote|text= | {{ednote|text= | ||
Make this activity interesting by asking participants to run to | Make this activity interesting by asking participants to run to the appropriate side of the room (OPEN or CLOSED) at the sound of a 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. | ||
}} | }} | ||
{{activity|wcd|: Reflecting on current practice.|5}} Where | {{activity|wcd|: Reflecting on current practice.|5}} Where do you stand? Is your current practice of generating questions more open or more closed? | ||
= Reading about open and closed questions = | = Reading about open and closed questions = | ||
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'''Closed versus Open questions:''' | '''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.'' | * 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 the 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?'' | * 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 the spread of malaria in your community?'' | ||
'''Surface versus Deep questions:''' | '''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 | * Surface questions elicit one idea or some ideas. ''For example, What is the difference between organic and inorganic fertilizers? What is the use of 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?'' | * 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 the 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. | ‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking. | ||
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Throughout this session, make a note of open questions: We will use those later when planning an activity. | Throughout this session, make a note of open questions: We will use those later when planning an activity. | ||
To introduce Etherpad, you can use ideas from here: [[OER4Schools/Group chat with messenger or collaborative writing|Group chat with messenger or collaborative writing]]. Let participants observe how words appear on all screens simultaneously. Perhaps you have some participants writing, while others go round and observe. Then swap who writes and who | To introduce Etherpad, you can use ideas from here: [[OER4Schools/Group chat with messenger or collaborative writing|Group chat with messenger or collaborative writing]]. Let participants observe how words appear on all screens simultaneously. Perhaps you have some participants writing, while others go round and observe. Then swap who writes and who observes. Make sure that all participants get the idea. | ||
}} | }} | ||
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= Planning a questioning activity = | = Planning a questioning activity = | ||
{{activity|dtgw|: Planning in pairs for an activity with open ended questions.|15}} In the [[OER4Schools/activity template|activity template]], plan for questioning as part of a lesson that you will teach in the coming week. Find some relevant images that you can use to base your questions around and list some open and deep questions to ask in the class in order to challenge students and get them thinking. Try out some of the points mentioned in page 3 of the handout. '''Record specific questions on the template.''' | {{activity|dtgw|: Planning in pairs for an activity with open ended questions.|15}} In the [[OER4Schools/activity template|activity template]], plan for questioning as part of a lesson that you will teach in the coming week. Find some relevant images that you can use to base your questions around and list some open and deep questions to ask in the class in order to challenge students and get them thinking. Try out some of the points mentioned in page 3 of the handout. '''Record specific questions on the template.''' | ||
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* Questions to start the lesson? | * Questions to start the lesson? | ||
* Questions while pupils are looking at the pictures? Clear explanation of task. | * Questions while pupils are looking at the pictures? Clear explanation of task. | ||
* Questions after looking at the pictures? Questions about pupils' thoughts that relate to objectives of the lesson? Questions that summarize pupils' learning? | * Questions after looking at the pictures? | ||
* Questions about pupils' thoughts that relate to objectives of the lesson? | |||
* Questions that summarize pupils' learning? | |||
For example, if the topic is clean water, participants can record: | For example, if the topic is clean water, participants can record: | ||
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* Images that they will use e.g. sources of water that show clean and unclean water. | * Images that they will use e.g. sources of water that show clean and unclean water. | ||
* Questions to start such as, look at the pictures and identify sources that are safe for drinking. | * Questions to start such as, look at the pictures and identify sources that are safe for drinking. | ||
* Questions while pupils are looking at pictures such as, why is water from this source safe? | * Questions while pupils are looking at pictures such as, why is water from this source safe? How does the water get contaminated? | ||
* Questions at the end such as, what can we do in our homes to ensure that the water we drink is clean? What are the effects of drinking unclean water? | * Questions at the end such as, what can we do in our homes to ensure that the water we drink is clean? What are the effects of drinking unclean water? | ||
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= {{Name for ICT practice with dtgw}} = | = {{Name for ICT practice with dtgw}} = | ||
{{:OER4Schools/ICT/include}} | |||
{{ | |||
}} | |||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
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{{activity|Agreeing follow up activities|5}} | {{activity|Agreeing follow up activities|5}} | ||
{{fup|A}} Use your questioning activity. Teach a lesson with this activity and try out the questions that you have planned. Record any questions that you generated without planning (as best | {{fup|A}} Use your questioning activity. Teach a lesson with this activity and try out the questions that you have planned. Record any questions that you generated without planning (as best you can!) | ||
{{fup|B}} Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice. | {{fup|B}} Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice. | ||
