III. Questioning: Types of Questions to Avoid:

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1 III. Questioning: Questions may be the most powerful technology we have ever created. Questions and questioning allow us to make sense of a confusing world. They are the tools that lead to insight and understanding. Jamie McKenzie (Editor of From Now On - The Educational Technology Journal, a Web-based "ZINE" published online since 1991). Effective teachers use questioning techniques to develop students understanding of standards in unit and daily lessons. Questions should be planned to stimulate discussion and promote class activity. Thus, evaluations, analyses of things or said, etc. make excellent pivotal questions and summaries around which the lesson revolves. The quality of a student s answer will determine what they have learned which is essential in a teacher s assessment of student performance. Questions---except where the teacher probes for an important point---should avoid simple recall of facts. A good principle to keep in mind in questioning is that a good question conveys information and asks for an interpretation of that information. Several students should be called on to answer your thought provoking questions and respond to their classmates answers so that the arrow of recitation flows from teacher to student to student to student to student, etc. This will stimulate classroom discussion, help students develop their critical thinking skills and give you an opportunity to assess your students performance while evaluating the effectiveness of your own questions. A well-planned lesson revolves around a few pivotal questions only, plus medial and final summaries. Types of Questions to Avoid: Multiple Questions - Asking several questions at once before getting a response from students. Factual Recall Questions When did World War I begin? Elliptical Questions How about this element? Yes-No Guessing Question Is A perpendicular to CD? If it is not followed up with a higher order thinking question in is ineffective. Ambiguous Questions (depending on subject area) How does the law of sines differ from the law of cosines? Chorus Response Who is the author of this poem, class? Leading Questions Wouldn t you say that President Bush had a hidden agenda? Teacher Centered Questions Who can tell me what genre of music this is?

2 Below is a charting outlining a few questioning techniques that will MAXIMIZE students learning potential (LEFT). Please keep in mind that students may not know, nor fully understand, words like analyze, compare, or contrast so vocabulary development should be a part of your learning plan in order to employ such questing techniques. On the left side of the chart below, you will find ineffective questioning techniques that will MINIMIZE our students learning potential (RIGHT) which we should avoid. Maximize... Minimize......asking questions that begin with words like "What if," "Explain," "Analyze," "Create," and "Compare and contrast," etc....asking questions that have a "yes" or "no" response and questions that require merely direct recall of definitions etc....the amount of time you wait after you pose a question, i.e. wait-time, in order to allow students to process the question in their minds....calling on students directly after you pose a question and calling on a student before you even ask the question....asking students to elaborate on their answers and asking students "why."...telling a student their answer is wrong and not asking them to think of why it is wrong....opportunities for students to pose questions amongst themselves....straight lecture without student interaction....providing opportunities that challenge students' original conceptual understandings....providing opportunities that do not encourage creative and critical thinking....encouraging students to work through their decision making process, even if it bring frustration and makes them leave their comfort zone of learning....giving students direct answers to their questions without allowing them to think through the decision making process. Learning is an active process. Teachers must work hard at encouraging students to think on their own and construct their own explanations. This will allow students to maximize their learning potential.

3 Bloom s Taxonomy who what why when omit where which choose find how define label show spell list match name relate tell recall select duplicate memorize repeat reproduce state recognize find restate draw recognize count group reproduce state tabulate identify point follow directions compare contrast demonstrate interpret explain extend illustrate infer outline relate rephrase translate summarize show classify describe discuss report paraphrase change convert estimate measure put in order show suggest express in apply build choose construct develop interview organize plan select solve utilize model identify experiment with make use of dramatize demonstrate employ illustrate interpret sketch write calculate compute derive graph manipulate operate practice prove solve I. REMEMBERING Can the student recall or remember information? What is? Where is? How did happen? How would you show? Who were the main? Which one? How is? When did happen? How would you explain? Can you list three? II. UNDERSTANDING Can the student explain ideas or concepts? How would you classify the type of? How would you compare contrast? Will you state or interpret in your own words? How would you rephrase the meaning? What facts or ideas show? What is the main idea of? Which statements support? Which is the best answer? What can you say about? How would you summarize? III. APPLYING Can the student use information in a new way? How would you use? What examples can you find to? How would you solve using what you ve learned? How would you organize to show? What approach would you use to? What would result if? Can you make use of the facts to? Make a list of the main events. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the in the story. Make a chart showing Recite a poem. Identify place value State mode, mean, median and range from your set of data Reproduce a circle using a compass Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your own words. Write a summary report of an event. Classify polygons by regularity, concavity, and line symmetry. Convert between fractions, decimals, and percents. Interpret the data expressed on the graph Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook. Take a collection of photographs to demonstrate a particular point. Calculate the percent of a given whole. Solve for area of a rectangle by using A= l x w. Explain the information do you consider when graphing data derived from a survey.

4 analyze categorize classify compare contrast discover dissect divide examine inspect simplify survey distinguish list distinction theme relationships function motive inference assumption conclusion take part in test for appraise criticize differentiate discriminate experiment question test break down deduce diagram formulate group order separate sort build choose combine compile compose construct create design develop estimate formulate imagine invent make up originate plan predict propose solve suppose discuss modify change adapt improve minimize delete happen elaborate theorize assemble write create derive document generate integrate prepare specify tell produce award choose conclude criticize decide defend determine dispute evaluate judge justify measure compare mark rate recommend rule out select agree appraise prioritize opinion interpret explain importance criteria prove assess value perceive deduct argue support appraise compare describe evaluate validate IV. ANALYZING Can the student distinguish between different parts? What are the parts or features of? How is related to? Why do you think? What is the theme? What motive is there? Can you list the parts? What inference can you make? What conclusions can you draw? How would you classify? What evidence can you find? What factors do you consider when formulating a plan for problem solving? V. CREATING Can the student create a new product or point of view? What changes would you make to solve? How would you improve? What would happen if? Can you propose an alternative? Can you invent? What would be done to minimize? How would you test? What kind of table can you create that represents change in temperature? What prediction can you make from this graph? VI. EVALUATING Can the student justify a stand or decision? What is your opinion of? How would you prove? Disprove? Would it be better if? Why did the character choose? What would you recommend? How would you rate the? How would you evaluate? What would you select? Why was it better that? Design a questionnaire to gather information. Conduct and investigation to produce information to support a view. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Put on a play about the study area. Explain methods can be used to compare and order fractions. Analyze the relationship between variables on a graph. Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to Devise a way to Design a record, book, etc. for Describe some patterns that you recognized in the construction of Pascal s Triangle. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Write a letter to advising on changes needed at Write a half yearly report. Prepare a case to present your view about Evaluate the expression after changing the order of operations. Describe how to solve a problem using the 4 step method. Justify your reason for choosing the strategy selected.

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