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Questioning Research Summary: Difference between revisions
From OER in Education
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<section begin=Intro /> | <section begin=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. | ||
<section end=Intro /> | <section end=Intro /> | ||
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<section begin=Why/> | <section begin=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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'''References''' | '''References''' | ||
*Black, P. and Harrison, C. (2001) ‘Feedback in questioning and marking: the science teacher’s role in formative assessment’. ''School Science Review ''82 (June) 43–49. | *Black, P. and Harrison, C. (2001) ‘Feedback in questioning and marking: the science teacher’s role in formative assessment’. ''School Science Review ''82 (June) 43–49. | ||
*Black, P. et al. (2002) ''Working inside the black box: assessment for learning in the classroom. ''King’s College, London. ISBN: 1871984394. | *Black, P. et al. (2002) ''Working inside the black box: assessment for learning in the classroom. ''King’s College, London. ISBN: 1871984394. | ||
