24365337
Description
Mind Map by ana cecilia olvera ruiz, updated more than 1 year ago
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Created by ana cecilia olvera ruiz
over 3 years ago
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Basic Questioning Techniques by Ana Olvera. Based on "Effective Questioning and Classroom Talk".
- Why the "Skill of Probing Questions" is part of the Micro Teaching
Techniques?
- Because "Probing Questions" helps the pupils to think in depth and understand the subject deeply.
- How is the process to increase the level of challange when asking questions?
- Teachers must: a) PRE_PLAN and PREPARE their 'open' and 'high-challange'
questions. b) PRE-DETERMINE the level and type of challange and who they will
target.
- Move them from simple responses to engage in more develop HOTS (Higer Order Thinking Skills) and PLTS (Personal Learning and Thinking Skills)
- Move them from simple responses to engage in more develop HOTS (Higer Order Thinking Skills) and PLTS (Personal Learning and Thinking Skills)
- Teachers must: a) PRE_PLAN and PREPARE their 'open' and 'high-challange'
questions. b) PRE-DETERMINE the level and type of challange and who they will
target.
- How is the process to increase the level of challange when asking questions?
- Because "Probing Questions" helps the pupils to think in depth and understand the subject deeply.
- What are some examples of Questioning Approaches?
- Thinking Time: wait (15-30 secs) to ensure student's opinion.
- Time Out: provide time for thinking.
- "No hands up": ask Q to selected Ss.
- Basketball questioning: movement of ideas and responses around the class.
- Conscripts and volunteers: Ss respond equally.
- Phone a friend: S nominates a pupil before his/her own.
- Hot-seating: S placed in the 'hot-seat' answers from class and T.
- Mantle of the expert: S wears the cloak to answer Qs as an expert.
- Preview: Qs are viewd in advance.
- Pair rehearsal: Ss answer in pairs.
- Eavesdropping: listen discussions and target specific Qs.
- 5Ws: T models the use of Who, What, Where, When and Why.
- High Challange: Q must be pre-planned to analysis, synthesis, evaluation and creativity (Bloom's Taxonomy, 1956).
- Staging or Sequencing: moving from low to high-order questioning.
- Big Questions: set at the beginning of the class and answered at the end.
- Focus Questioning: T models the thinking's steps by focused Qs.
- Fat Questions: Ss give extended answer (+15 words).
- Skinny Qestions: Ss answer 'yes' or 'no' to check comprehension.
- Signal Questions: T provides and responds by signaling and guiding the answer.
- Seek a partial answer: T asks a pupil difficult whole class Qs for a partly formed answer.
- Developing 'KEY' Qs: S identifies Qs that should be asked.
- SCAMER: devised by American Bob Eberle. It's useful for creative writing and stimulus for a role play.
Annotations:
- Sustitute one aspect of your product/process. Combine two or more parts with something else. Adapt or alter one aspect. Modify, disort or magnify part or all the current situation. Put to other purpose or use. Eliminate, delete one aspect. Reverse one thing.
- SCAMER: devised by American Bob Eberle. It's useful for creative writing and stimulus for a role play.
- Developing 'KEY' Qs: S identifies Qs that should be asked.
- Seek a partial answer: T asks a pupil difficult whole class Qs for a partly formed answer.
- Signal Questions: T provides and responds by signaling and guiding the answer.
- Skinny Qestions: Ss answer 'yes' or 'no' to check comprehension.
- Fat Questions: Ss give extended answer (+15 words).
- It promote thinking on a wide ranging scale. E.g. How big is the Universe?
- Focus Questioning: T models the thinking's steps by focused Qs.
- Big Questions: set at the beginning of the class and answered at the end.
- How does Taxonomy work?
- By using higher order categories of questioning, developing judgment focused thinking.
- Open-ended, interprete, evaluate, inquiry, inferential and synthesis questions.
Annotations:
- Lower level challange: 1. Knowledge 2. Comprerhension Higher level challange 3. Application 4. Analysis 5. Synthesis 6. Evaluation 7. Creativity.
- What can be infered in the use of higher congnitive questions?
- It increase task behavior.
- Length of students responses.
- The number of relvant contributions.
- The number of student-to-student interactions.
- Student use of complete sentences.
- Speculate thinking
- Relevant questions posed by students.
- Relevant questions posed by students.
- Speculate thinking
- Student use of complete sentences.
- The number of student-to-student interactions.
- The number of relvant contributions.
- Length of students responses.
- It increase task behavior.
- What are the key steps of the critical thinking cycle?
Annotations:
- 1. Inform + describe. 2. Discover + explore. 3. Negotiate + cooperate 4. Test + revise. 5. Integrate + apply.
- How do Ts can develop student's critical thinking skills?
Annotations:
- 1. By guiding them as they gather and question relevant information. E.g. mind map or visual organiser, pair-share. collective memory or brainstorm. 2. By using scaffolds to organise their thinking. E.g. listening evidence FOR and AGAINST. 3. By balancing views and contradictory or opposite evidence. E.g. Post-it notes, living graphs or fortune lines, role play, mantle of the expert questioning. 4. By subjecting thinking to challanges and hypothesis forming. E.g. carry out a CoRT Tools APC. 5. By exploring ideas from different perspectives and empathise. E.g. imagine a situation from the perspective of others or arrange a debate, CoRT Tools, CAF, EBS or OPV. 6. Ask students to justify their reasoning and the views they arrive at. E.g. hot seat or debate. 7. Avoid being judgmental. E.g. empathise and continually test their own perspective. 8. Model the use of good critical thinking questions, to find out more and think problems through.
- Open-ended, interprete, evaluate, inquiry, inferential and synthesis questions.
- By using higher order categories of questioning, developing judgment focused thinking.
- Staging or Sequencing: moving from low to high-order questioning.
- Used in journalism, researh, investigation or interrogation evidence.
- Also known as '5 Ws and H' (how).
- Increased the challange by IWWM (In what way might..)
- May be speculations of hypothesis.
- Ts can use 'Time Outs' , 'Thinking Time' paired and group TALK to share and compare theri hypothesis.
- Ts can use 'Time Outs' , 'Thinking Time' paired and group TALK to share and compare theri hypothesis.
- May be speculations of hypothesis.
- Increased the challange by IWWM (In what way might..)
- Also known as '5 Ws and H' (how).
- High Challange: Q must be pre-planned to analysis, synthesis, evaluation and creativity (Bloom's Taxonomy, 1956).
- 5Ws: T models the use of Who, What, Where, When and Why.
- Eavesdropping: listen discussions and target specific Qs.
- Pair rehearsal: Ss answer in pairs.
- Preview: Qs are viewd in advance.
- Mantle of the expert: S wears the cloak to answer Qs as an expert.
- Hot-seating: S placed in the 'hot-seat' answers from class and T.
- Phone a friend: S nominates a pupil before his/her own.
- Conscripts and volunteers: Ss respond equally.
- Basketball questioning: movement of ideas and responses around the class.
- "No hands up": ask Q to selected Ss.
- Time Out: provide time for thinking.
- Thinking Time: wait (15-30 secs) to ensure student's opinion.
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