Process of Classroom Questioning PDF

Prepared by group 1 The Process of Classroom Questioning TRANSFORMING LEARNING THROUGH INQUIRY 10 October, 2024 Classroom Questioning Importance of Questioning Questioning Strategies Appropriate Questioning Behaviors How Questioning Can Create a Dynamic Learning Environment Common Challenges...

Prepared by group 1 The Process of Classroom Questioning TRANSFORMING LEARNING THROUGH INQUIRY 10 October, 2024 Classroom Questioning Importance of Questioning Questioning Strategies Appropriate Questioning Behaviors How Questioning Can Create a Dynamic Learning Environment Common Challenges of Questioning Ice Breaker C A R C L A S S R O O M T A Y S T R A T E G Y Q T N N Q U E S T I O N I N G B H A V B E H A V I O R D A C D Y N A M I C  Understand the Importance and Impact of Effective Questioning This objective focuses on grasping why questioning is crucial in the learning process and its influence on student engagement and understanding. Identify Effective Questioning Techniques Topic Understand and distinguish between various types of questioning strategies to engage students and stimulate critical thinking. Outline/ Evaluate the Effectiveness of Questioning Objectives Strategies Assess the impact of various questioning strategies on student learning outcomes and classroom dynamics. Develop Skills for Constructive Feedback Through Questioning Learn to use questioning as a tool for providing constructive feedback, supporting student self-assessment, and encouraging a growth mindset.  Define Questioning  What is a Question? A question is an inquiry posed to elicit information, provoke thought, or guide understanding. Questioning refers to the practice of asking questions strategically to stimulate student thinking, encourage engagement, and facilitate learning. Effective questioning helps direct the flow of a lesson, assess comprehension, and promote deeper understanding of the subject matter. Importance of Questioning Questioning is one of the most widely used teaching methods globally, alongside lecturing and small-group work. It is crucial for guiding student thinking and achieving specific learning goals. Teachers must be skilled in framing questions that effectively lead students toward the objectives of a lesson. While written questions in textbooks and exams contribute to learning, most classroom questions are verbal and formulated spontaneously by the teacher.  Research on Questioning Research on questioning in classrooms has been conducted for nearly a century. Studies show that while teachers ask many questions, they often lack a systematic approach in how they organize and classify them. Effective questioning techniques are crucial because they stimulate student thinking and engagement. Empirically tested methods have been developed to enhance classroom questioning, moving beyond simple factual recall to more dynamic and interactive forms of learning. These techniques encourage deeper understanding and more meaningful student participation.  Research Finding on Questioning By classifying questions Being systematic in the use according to a particular system, A broad range of Questioning tends to be a and development of you may determine the questioning options is open universal teaching strategy questioning tends to cognitive or affective level at to you improve student learning which your class is working and make adjustments as needed Through systematic questioning, you may Questions should be Students should be A written plan with key questions determine students’ entry developed logically and encouraged to ask provides lesson structure and skill and knowledge levels sequentially questions direction for specific content areas Questioning techniques Statements rather than Questions should be that encourage the widest No single questioning strategy is questions should also be adapted to students’ levels spectrum of student  applicable to all teaching used to promote student of ability participation should be situations reactions. used Define Recitation  Recitation Recitation is a learning technique Teachers use recitation and in which the teacher calls on question-answer periods for a different students to answer variety of reasons. One key factual or knowledge-based purpose is to determine what questions that limit students to students have remembered or one “correct” response. achieved as a consequence of some assignment. Overview of Questioning Techniques Why use questioning?  Why Use Questioning? Questioning is a key teaching strategy, used to assess students' understanding and guide their learning. It functions as a formative evaluation tool, providing immediate feedback on what students know and helping identify areas where they may be confused. This allows teachers to take corrective action quickly, ensuring students are on track. Questioning also helps students connect prior knowledge to new content, enhancing their ability to make connections and deepen understanding (Gagnon, 2001). Overview of Questioning Techniques Why use questioning? Teachers’ Expectations Help Students Reach Higher Levels  Teachers’ Expectations Help Students Reach Higher Levels The complexity of questions directly influences student responses. Lower-level questions typically result in simple, factual answers, while higher-level questions challenge students to think critically. Research suggests that when teachers raise the level of their questioning, students elevate the quality of their answers, developing skills like analysis, comparison, and evaluation (Filippone, 1998; Paul & Elder, 2008). Teachers' high expectations, coupled with thoughtfully structured questions, create an environment where students are encouraged to push their thinking further. Overview of Questioning Techniques Why use questioning? Teachers’ Expectations Help Students Reach Higher Levels "Questions" Can Be Phrased as Declarative Statements  "Questions" Can Be Phrased as Declarative Statements In addition to traditional questioning, making declarative statements can provoke more in-depth responses from students. Statements, especially those that challenge conventional thinking, often stimulate curiosity and critical reflection, leading to more complex and thoughtful student responses (Dillon, 1990). For example, a simple statement such as “It doesn’t matter what tense you use when writing” can open the door to a wide range of student discussions. These statements foster creativity and reflection, which are important dimensions of learning (Lampert, 2006). Even with higher-level questions, it’s crucial for teachers not to dominate the conversation. Research shows that many teachers do most of the talking and questioning, Using Students’ while students rarely ask questions and are not often encouraged to do so (Swift, Gooding, & Swift, 1995). This Questions and lack of engagement from students can hinder critical Summarizations thinking, creativity, and participation. Encouraging student-generated questions promotes higher-level thinking, increases interaction, and fosters analytic Key Point: reasoning (Gall & Artero-Boname, 1995). Don’t dominate verbal To avoid dominating classroom discussions, teachers interactions. should create a more interactive environment that Encourage students to ask affirms the importance of students’ contributions. This questions and summarize, approach is consistent with constructivist teaching fostering a more dynamic and methods, which emphasize active participation. One engaging classroom effective way to shift the focus to students is by ending environment. lesson segments with student summaries. This technique not only encourages reflection but also acts as a formative evaluation (Wormeli, 2004). To stimulate critical thinking, it’s essential to evaluate Aiming for how textbooks are used in class. Textbooks have both strengths and weaknesses, and teachers may need to Critical and Higher-Level supplement them with additional materials or activities that promote deeper thinking. This can include asking focused questions that encourage students to compare, contrast, analyze cause and effect, or challenge the Thinking content itself (Carpenter, 2003). These methods help develop critical thinking skills. Questions can also be used to assess student progress and tailor further learning. While there are several taxonomies for formulating questions, Bloom’s cognitive taxonomy is a widely accepted and effective tool for classifying questions and responses. Define Strategy  Strategies Strategy refers to a planned approach or method used to Questioning Strategies achieve a specific goal or Convergent Strategy objective. It involves making informed decisions about how to Divergent Strategy allocate resources and actions to Evaluative Strategy maximize effectiveness in various Reflective Strategy contexts.  Questioning Strategies Convergent Questioning Strategy Example of Convergent aims at a narrow objective by encouraging student Questions responses that focus on a central theme. Convergent questions typically elicit short answers and target lower In what works did Robert levels of thinking, such as knowledge and Browning use the dramatic comprehension. While this approach is not inherently monologue as a form for negative, it is most effective when students need to his poems? demonstrate factual knowledge. Convergent Strategy Under what conditions will is best suitable in: water boil at less than 100°C? Inductive teaching: Moving from specific data to What helps bread dough student-derived conclusions. Rapid-response warmup exercises: For example, in rise?  What rights are building vocabulary or developing oral skills in ensured by the First foreign language classes. Amendment? Direct instruction: Where all students respond Why do relatively few simultaneously, maximizing participation and people live in the deserts of generating motivation. any country?  Questioning Strategies Divergent Questioning Strategy Example of Divergent Questions aim to evoke a wide range of student responses and longer answers, making them especially useful for What type of social and building confidence in students with learning cultural development might difficulties, as they do not have strict right or wrong have taken place if answers. Christopher Columbus had landed on Manhattan Teachers can enhance classroom discussions by using Island on October 12, 1492? a “multiple-response questioning technique”, where What do you think are eff they call on several students and take a passive role, ective methods for creating fostering peer-led recitation and improving listening a sustainable environment? skills. It's crucial to listen respectfully to diverse What kinds of evidence responses and to clearly articulate divergent questions would you seek if you were while informing students of the shift in questioning an opponent of global strategy to promote higher-level thinking. warming?  Questioning Strategies Evaluative Questioning Strategy Example of Evaluative This involves evaluative questions, which include a set Questions of evaluative criteria, such as asking why something is good or bad. Teachers should emphasize these criteria Why is the world a better (or and accept all student responses while helping worse) place because of students develop logical bases for their judgments. If a computers and the student struggles to articulate their reasoning, teachers Internet? should provide specific criteria for them to consider. Why will the federal position Instead of asking "Why?" which may intimidate on welfare reform affect students, using "What?" can shift the burden of proof to social and moral attitudes the topic. and behaviors? Teachers can implement evaluative questioning What made the location of through collaborative activities to create criteria with Fort Ticonderoga critical to students. Responses should be seen as relative and early colonial classified by logical development. All responses should development? be accepted, with discussions on inconsistencies occurring after participation.  Questioning Strategies Reflective Questioning Strategy Example of Reflective The reflective questioning strategy, rooted in the Questions Socratic method, encourages higher-order thinking by prompting students to elicit motives, make What are some twenty- inferences, and contemplate outcomes. Unlike first-century implications of other questioning techniques, reflective questions Manifest Destiny aim to stimulate critical or analytical thinking. What problems might you Teachers can use techniques like the “reflective anticipate if algebra were to bounce,” where questions are directed back to be made a required students to expand their responses. Effective course for all eighth- reflective questions include hypothetical, probing, graders? and unanswerable types. Planning is essential; What assumptions did we teachers should prepare clusters of relevant make when we constructed reflective questions and consider organizing the interstate highway student teams to create their own. This approach system? not only promotes cooperative learning but also deepens student engagement.  Appropriate Questioning Behaviors  Using Questioning In recitation, tutorial, or inductive sessions, questioning should promote meaningful learning experiences. Questions must be asked positively and reinforce Positively student engagement, ensuring that all students feel encouraged. Using questions punitively can create a Key Point: negative learning environment, disengaging students Questioning should enhance and hindering the learning process. This is particularly student enjoyment. crucial when working with young learners or those with learning disabilities. The basic rule for effective questioning involves three Framing Questions steps: ask the question, pause, and then call on a student. This method ensures that all students remain attentive, as the pause signals that any student may be selected to respond. Avoid calling on a student before asking the question, as this can lead to disengagement and Using from others. Questions should be clear and concise, free from verbal fillers and uncertain transitions, which can Wait Times cause student confusion. Once this technique is mastered, teachers can modify the selection process to Key Point: nonverbal cues, like pointing or nodding, for responses. A, P, C: Ask, pause, then call on. Benefits of Wait Time For Teachers Benefits of Wait Time For Students Wait Time 1 Wait time 1 is the pause between Longer responses asking a question and calling on a More student discourse Less teacher talking student, allowing time for thoughtful and questions Less repetition of responses and enabling teachers to Fewer nonresponding questions observe nonverbal cues about students Fewer questions per students' emotions and More student period understanding. involvement in lessons More questions with Wait Time 2 Increased complexity of multiple responses answers and improved Fewer lower-level reasoning questions Wait time 2, the pause after a student More responses from More probing responds, is essential for deeper thinking slower students Less repetition of and encourages further participation, More peer interaction students’ responses ideally lasting up to five seconds. and fewer peer More application-level However, many teachers rush this, interruptions questions causing student anxiety and leading to Less confusion Less disciplinary action lower-level responses, especially with More confi dence Higher achievement higher-level questions. Wait Time 1 and 2 When a student doesn't answer correctly or fully, prompt Using them by clarifying the question or encouraging further responses. Always prompt positively, reinforcing the student's efforts, and help them refine or complete their Positive answer. Prompting encourages logical and complete responses while maintaining a supportive learning Prompting environment. Techniques The teacher prompts the student in a nonthreatening or neutral verbal tone. The episode continues until the Key Point: student provides all the necessary information for an Value partially correct appropriate closure. responses. When a student gives an incorrect response, teachers Handling should avoid negative comments like "No" or "That's wrong" as these can discourage participation. Instead, Incorrect focus on neutral prompting techniques, such as asking the student to rethink or explain their process. Teachers Responses can rephrase the question, break it down into simpler parts, or highlight any correct elements in the student's Key Point: response. Maintaining a positive and supportive Avoid negative responses. environment, without verbal or nonverbal negativity, Reward partially correct encourages students to engage without fear of making answers; if you can’t be positive, mistakes. This approach helps maintain student be neutral. motivation and supports learning. Teacher put-downs cause students to hate school. How Questioning Can Create a Dynamic Learning Environment Promoting Instead of traditional one-on-one Multiple questioning, use multiple-response questions, where at least three or four Responses students answer, fostering student engagement and encouraging peer listening. This approach promotes diverse responses, reduces teacher talk, and allows for deeper student reflection. Students should be instructed not to repeat responses, which improves listening skills. The technique can be enhanced by forming small groups for discussion before a spokesperson answers, fostering collaboration. Incorporating games and rewards can motivate students further, while writing out questions in advance ensures clarity and helps students prepare for more complex, student-led discussions.  To review previously taught concepts using questioning strategies, integrate old material with new topics. For instance, when discussing transportation infrastructures, compare airports and bus stations with previously covered railroad stations. This approach helps students Conducting Review connect past lessons to new content, encouraging them to see patterns and relationships. Continuous review, rather Sessions than isolated sessions, reinforces learning and works at any level of Bloom's taxonomy. Additionally, directing students to explore interdisciplinary connections on their own fosters deeper understanding and keeps engaged learners occupied. Using concept maps and ideational scaffolding also strengthens comprehension. Conducting Review Sessions Developing Teaching students to frame their own questions enhances critical thinking and encourages active learning. Start with Students’ activities like Twenty Questions, where students ask yes/no questions to identify a Questioning Skills concept. Another technique is demonstrating a phenomenon and letting students ask questions to explain it. For example, showing a row of marbles and asking students to question the transfer of energy. Additionally, having students prepare study questions can foster responsibility. Methods like Think-Pair-Share help students reflect, discuss, and share responses. Encouraging these strategies not only improves questioning skills but also builds a dynamic classroom environment. Common Challenges of Questioning  Avoiding Teacher Idiosyncrasies Inappropriate teacher behaviors can hinder effective classroom interaction. These include repeating questions or student responses, answering questions yourself, cutting off long student responses, not paying attention to the student speaking, and always selecting the same students to respond. Avoiding these habits is essential for fostering smoother verbal exchanges and encouraging broader participation. Idiosyncrasies Repeating the question Repeating a question can condition students to rely on hearing it again rather than processing it the first time, wasting valuable time and reducing classroom efficiency. While appropriate in certain situations—like in large rooms with poor acoustics, for complex questions, when the question wasn't clear, or when dictating —it's generally best to avoid this habit. Repeating students’ responses Repeating all or most of students' verbal responses is distracting and wastes time. To build positive self-images, the focus should stay on the responding student, not the teacher. Listening to student responses is crucial, as it emphasizes their importance. Exceptions can be made in large-group settings with poor acoustics or when students speak too softly, but students should learn to take cues from each other in discussions. Idiosyncrasies Answering the question yourself Have you ever observed or participated in a class in which the teacher carefully framed a question, paused, called on a student, and then answered the question him- or herself? This idiosyncrasy defl ates student morale. Not allowing a student to complete a long response One very distracting, inappropriate, and rude teacher idiosyncrasy is to ask a question and then interrupt the student by completing the response or by adding personal comments. Such interruptions discourage participation and do not allow students to develop logical response systems. Not attending to the responding student When you call on a student, show that you are attending to (that is, listening to) him or her. You must model good listening habits for your students. Idiosyncrasies Exhibiting favoritism One frequently heard student complaint is that “my teacher never calls on me” or that “the teacher has a few pets who are always being called on.” These statements typify the frustrations of students who recognize partiality when they see it. Many teachers exhibit strong biases against students who are struggling academically. The box below lists a few of the intentionally disinviting teacher behaviors exhibited toward these students. It's easy to favor students who frequently volunteer and provide correct answers to enhance your image as an effective teacher. However, to foster a winning environment for all students, you should give everyone an equal chance to respond. One way to assess any bias is to have a different student each day track how often you call on each classmate. Reviewing this data at the end of the week can reveal patterns. If some students hesitate to respond, adjust your questions to better suit their needs and abilities, enabling them to experience success and positive reinforcement.  How Teachers Treat Low Achievers Giving them less time to answer a question.  Giving them answers, or calling on others rather than trying to improve the low  achievers’ responses by giving clues or repeating or rephrasing questions. Reinforcing inappropriately by rewarding their inappropriate behavior or  incorrect answers. Criticizing them more often for failure.  Praising them for success less frequently than high achievers.  Failing to give feedback to their public responses.  Paying less attention to them or interacting with them less frequently.  Calling on them less often to respond to questions or asking them easier,  non-analytical questions. Seating them at a distance from the teacher. Using less eye contact and other nonverbal means of communicating attention and  responsiveness (such as leaning forward and nodding) in interactions with them.  Summary Points 1. The convergent strategy elicits short or even one-word responses. 2. The divergent strategy elicits varied student responses. 3. The evaluative strategy elicits a divergent response plus a rationale. 4. The reflective strategy helps students actively develop a concept. 5. Hierarchies or taxonomies may be used to categorize questions. 6. Students need to be encouraged to ask questions in class and summarize lessons. 7. Using wait time is a powerful technique to aid student learning. 8. Teachers need to develop skills in prompting, handling incorrect responses, prompting multiple responses, framing review questions, and encouraging non-volunteers to participate. 9. Positive responses to incorrect answers encourage continued student participation. 10. Stress the positive and avoid sarcasm, cynicism, and idiosyncrasies that interfere with student learning. 11. Provide opportunities for equity in responding. Thank You  Group Members Añasco, John De Jesus, Aloysius Comia, Mark Justine Michael Gabriel Dulla, Christine Gucilatar, Sheirriz Garcia, Dominique Sophia Alena Longanilla, Maria Magpantay, Hunny Odion, Hardric Alicia Shane