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Teaching Approaches/Questioning: Difference between revisions
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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 ‘Which of these four sources were most useful in helping with this enquiry?’, ‘Given all the conflicting arguments, where would you build the new superstore?’, ‘What do you think might affect the size of the current in this circuit?’ | 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 ‘Which of these four sources were most useful in helping with this enquiry?’, ‘Given all the conflicting arguments, where would you build the new superstore?’, ‘What do you think might affect the size of the current in this circuit?’ | ||
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?’}} | ||
== A Common Classroom Sequence == | == A Common Classroom Sequence == | ||
