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Types Of Question: Difference between revisions
From OER in Education
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{{ORBITreading}} | <noinclude>{{ORBITreading}}</noinclude> | ||
=Questioning= | =Questioning= | ||
<section begin=Intro/> | <section begin=Intro/> | ||
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For teachers, questioning is a key skill that anyone can learn to use well. Similarly, ways of helping pupils develop their own ability to raise and formulate questions can also be learned. Raising questions and knowing the right question to ask is an important learning skill that pupils need to be taught. | For teachers, questioning is a key skill that anyone can learn to use well. Similarly, ways of helping pupils develop their own ability to raise and formulate questions can also be learned. Raising questions and knowing the right question to ask is an important learning skill that pupils need to be taught. | ||
Research into questioning has given some clear pointers as to what works. These can provide the basis of improving classroom practice. A very common problem identified by the research is that pupils are frequently not provided with enough | Research into questioning has given some clear pointers as to what works. These can provide the basis of improving classroom practice. A very common problem identified by the research is that pupils are frequently not provided with enough âwait timeâ to consider an answer; another is that teachers tend to ask too many of the same type of questions. <section end=Intro/>There is a summary of research into questioning at the end of this unit. | ||
<section begin=Why/> | <section begin=Why/> | ||
'''The purposes of questioning''' | '''The purposes of questioning''' | ||
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* to check on prior knowledge and understanding; | * to check on prior knowledge and understanding; | ||
*to stimulate recall, mobilising existing knowledge and experience in order to create new understanding and meaning; | *to stimulate recall, mobilising existing knowledge and experience in order to create new understanding and meaning; | ||
* to focus | * to focus pupilsâ thinking on key concepts and issues; | ||
*to help pupils to extend their thinking from the concrete and factual to the analytical and evaluative; | *to help pupils to extend their thinking from the concrete and factual to the analytical and evaluative; | ||
*to lead pupils through a planned sequence which progressively establishes key understandings; | *to lead pupils through a planned sequence which progressively establishes key understandings; | ||
*to promote reasoning, problem solving, evaluation and the formulation of hypotheses; | *to promote reasoning, problem solving, evaluation and the formulation of hypotheses; | ||
* to promote | * to promote pupilsâ thinking about the way they have learned. | ||
The kind of question asked will depend on the reason for asking it. Questions are often referred to as | The kind of question asked will depend on the reason for asking it. Questions are often referred to as âopenâ or âclosedâ. | ||
Closed questions, which have one clear answer, are useful to check understanding during explanations and in recap sessions. If you want to check recall, then you are likely to ask a fairly closed question, for example | Closed questions, which have one clear answer, are useful to check understanding during explanations and in recap sessions. If you want to check recall, then you are likely to ask a fairly closed question, for example âWhat is the grid reference for Great Malvern?â or âWhat do we call this type of text?â | ||
On the other hand, if you want to help pupils develop higher-order thinking skills, you will need to ask more open questions that allow pupils to give a variety of acceptable responses. During class discussions and debriefings, it is useful to ask open questions, for example | On the other hand, if you want to help pupils develop higher-order thinking skills, you will need to ask more open questions that allow pupils to give a variety of acceptable responses. During class discussions and debriefings, it is useful to ask open questions, for example âWhich of these four sources were most useful in helping with this enquiry?â, âGiven all the conflicting arguments, where would you build the new superstore?â, âWhat do you think might affect the size of the current in this circuit?â | ||
Questioning is sometimes used to bring a | Questioning is sometimes used to bring a pupilâs attention back to the task in hand, for example âWhat do you think about that, Peter?â or âDo you agree?â | ||
<section end=Why/> | <section end=Why/> | ||
<section begin=How/> | <section begin=How/> | ||
