Questioning


Over the last few weeks, in the wake of an UKEdChat there has been a lot of talk about questioning.

The purpose of this is post is to look at questioning and exam the timing and planning of them in a lesson.

Below is a summary of some of the different questioning styles.

Open Ended Questions

  • What’s Going On? What do you make of this situation? Casting question nets out to see what comes in. Listening for entry and emphasis points.

Asking for Information

  • Where? When? Who? What? Facts and opinions.

Diagnostic Questions

  • How do you interpret and explain “A” and “B’s” impact on the situation? How do you weave these points into some kind of understanding of what else is going on, possibly behind the scenes?

Challenge Questions

  • Why do you say that? How would you explain?  Where is the evidence for what you say? How can you say a thing like that? Is that all? That’s just the opposite of what Student X said. Can you persuade him/her?

Extension Questions

  • Exploring the issues. What else? Can you take us farther down that path or find new tributaries? Keep going therefore?

Combination Questions

  • How would you relate your points to those mentioned by Student A or to something else you said? How would you understand X in light of Y?

Priority Questions

  • Which issues do you consider most important? Where do you start? How would you rank these?

Action Questions

  • What would you do in Person X’s shoes? How?

Prediction Questions

  • What do you think would happen if we followed Student Z’s action plan? Give us a forecast of your expectations. How will he/she react to your thinking?

Generalizing and Summarizing Questions

  • What inferences can we make from this discussion and case? What generalizations would you make? How would you summarize the three most critical issues that we have discussed? Can you summarize the high points of the discussion thus far?

When I was completing my ITT there was always a box on my planning Performa that I need to fill in. On it there was space for 3 open questions and an AFL question.

For me this helped back then, but now I totally disagree with it.

Questioning should be in light of AFL and should really not be planned for. Teacher should have an idea of key questions they need to include and key areas that they need to investigate.

Questions flow for discovery!

To me questions are deigned to stretch and enhance learning. How can we then know what to ask if we do not fully know the direction or focus of the lesson. As we all know lessons don’t always follow the script.

Questions should be formed when you, as the teacher, fully know the direction and areas that need to be covered. Questions should be a direct response to the children, not just another add on!

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