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Questioning Research Summary: Difference between revisions
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=Summary of research= | =Summary of research= | ||
<begin section=Intro /> | |||
'''Effective questioning''' | '''Effective questioning''' | ||
Research evidence suggests that effective teachers use a greater number of open questions than less effective teachers. The mix of open and closed questions will, of course, depend on what is being taught and the objectives of the lesson. However, teachers who ask no open questions in a lesson may be providing insufficient cognitive challenges for pupils. | Research evidence suggests that effective teachers use a greater number of open questions than less effective teachers. The mix of open and closed questions will, of course, depend on what is being taught and the objectives of the lesson. However, teachers who ask no open questions in a lesson may be providing insufficient cognitive challenges for pupils. | ||
<end section=Intro /> | |||
Questioning is one of the most extensively researched areas of teaching and learning. This is because of its central importance in the teaching and learning process. The research falls into three broad categories | Questioning is one of the most extensively researched areas of teaching and learning. This is because of its central importance in the teaching and learning process. The research falls into three broad categories | ||
* What is effective questioning? | * What is effective questioning? | ||
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* How do questions develop pupils’ cognitive abilities? | * How do questions develop pupils’ cognitive abilities? | ||
<begin section=What/> | |||
'''What is effective questioning?''' | '''What is effective questioning?''' | ||
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The research emphasises the importance of using open, higher-level questions to develop pupils’ higher-order thinking skills. Clearly there needs to be a balance between open and closed questions, depending on the topic and objectives for the lesson. A closed question, such as ‘What is the next number in the sequence?’, can be extended by a follow-up question, such as ‘How did you work that out?’ | The research emphasises the importance of using open, higher-level questions to develop pupils’ higher-order thinking skills. Clearly there needs to be a balance between open and closed questions, depending on the topic and objectives for the lesson. A closed question, such as ‘What is the next number in the sequence?’, can be extended by a follow-up question, such as ‘How did you work that out?’ | ||
Overall, the research shows that effective teachers use a greater number of higher- order questions and open questions than less effective teachers. However, the | Overall, the research shows that effective teachers use a greater number of higher- order questions and open questions than less effective teachers. However, the research also demonstrates that most of the questions asked by both effective and less effective teachers are lower order and closed. It is estimated that 70–80 per cent of all learning-focused questions require a simple factual response, whereas only 20–30 per cent lead pupils to explain, clarify, expand, generalise or infer. In other words, only a minority of questions demand that pupils use higher-order thinking skills. | ||
research also demonstrates that most of the questions asked by both effective and less effective teachers are lower order and closed. It is estimated that 70–80 per cent of all learning-focused questions require a simple factual response, whereas only 20–30 per cent lead pupils to explain, clarify, expand, generalise or infer. In other words, only a minority of questions demand that pupils use higher-order thinking skills. | |||
<end section=What/> | |||
<begin section=How/> | |||
'''How do questions engage pupils and promote responses?''' | '''How do questions engage pupils and promote responses?''' | ||
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* prompts are provided to give pupils confidence to try an answer; | * prompts are provided to give pupils confidence to try an answer; | ||
* there is a ‘no-hands’ approach to answering, where you choose the respondent rather than have them volunteer; | * there is a ‘no-hands’ approach to answering, where you choose the respondent rather than have them volunteer; | ||
* ‘wait time’ is provided before an answer is required. The research suggests that | * ‘wait time’ is provided before an answer is required. The research suggests that 3 seconds is about right for most questions, with the proviso that more complex questions may need a longer wait time. Research shows that the average wait time in classrooms is about 1 second (Rowe 1986; Borich 1996). | ||
<end section=How/> | |||
3 seconds is about right for most questions, with the proviso that more complex questions may need a longer wait time. Research shows that the average wait time in classrooms is about 1 second (Rowe 1986; Borich 1996). | |||
<begin section=Why/> | |||
'''How do questions develop pupils’ cognitive abilities?''' | '''How do questions develop pupils’ cognitive abilities?''' | ||
Lower-level questions usually demand factual, descriptive answers that are relatively easy to give. Higher-level questions require more sophisticated thinking from pupils; they are more complex and more difficult to answer. Higher-level questions are central to pupils’ cognitive development, and research evidence suggests that pupils’ levels of achievement can be increased by regular access to higher-order thinking. (See Borich 1996; Muijs and Reynolds 2001; Morgan and Saxton 1994; Wragg and Brown 2001; Black and Harrison 2001.) | Lower-level questions usually demand factual, descriptive answers that are relatively easy to give. Higher-level questions require more sophisticated thinking from pupils; they are more complex and more difficult to answer. Higher-level questions are central to pupils’ cognitive development, and research evidence suggests that pupils’ levels of achievement can be increased by regular access to higher-order thinking. (See Borich 1996; Muijs and Reynolds 2001; Morgan and Saxton 1994; Wragg and Brown 2001; Black and Harrison 2001.) | ||
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Bloom researched thousands of questions routinely asked by teachers and categorised them. His research, and that of others, suggests that most learning- focused questions asked in classrooms fall into the first two categories, with few questions falling into the other categories which relate to higher-order thinking skills. | Bloom researched thousands of questions routinely asked by teachers and categorised them. His research, and that of others, suggests that most learning- focused questions asked in classrooms fall into the first two categories, with few questions falling into the other categories which relate to higher-order thinking skills. | ||
<end section=Why/> | |||
'''References''' | '''References''' | ||
