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Types Of Question: Difference between revisions
From OER in Education
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=Questioning= | =Questioning= | ||
<section begin=Intro/> | |||
The interaction between teacher and learners is the most important feature of the classroom. Whether helping learners to acquire basic skills or a better understanding to solve problems, or to engage in higher-order thinking such as evaluation, questions are crucial. Of course, questions may be asked by pupils as well as teachers: they are essential tools for both teaching and learning. | The interaction between teacher and learners is the most important feature of the classroom. Whether helping learners to acquire basic skills or a better understanding to solve problems, or to engage in higher-order thinking such as evaluation, questions are crucial. Of course, questions may be asked by pupils as well as teachers: they are essential tools for both teaching and learning. | ||
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 ‘wait time’ to consider an answer; another is that teachers tend to ask too many of the same type of questions. There is a summary of research into questioning at the end of this unit. | 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 ‘wait time’ 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/> | |||
'''The purposes of questioning''' | '''The purposes of questioning''' | ||
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Questioning is sometimes used to bring a pupil’s attention back to the task in hand, for example ‘What do you think about that, Peter?’ or ‘Do you agree?’ | Questioning is sometimes used to bring a pupil’s attention back to the task in hand, for example ‘What do you think about that, Peter?’ or ‘Do you agree?’ | ||
<section end=Why/> | |||
<section begin=How/> | |||
'''The practice of questioning''' | '''The practice of questioning''' | ||
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{{:Types Of Question/Table}} | {{:Types Of Question/Table}} | ||
<section end=How/> | |||
