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Topic: Questioning


  
  Center for Teaching Excellence
For example, an instructor might ask the synthesis question, "How can style of writing and the thesis of a given essay be related?" If she gets inadequate or incorrect student response to that question, she might move to questions at a lower level of the taxonomy to check whether students know and understand material.
If students can answer lower level questions, the instructor must choose a teaching strategy to help students with the more complex synthesis which the original questions requires, e.g., propose a concrete problem which can be used as a basis for moving to the more abstract synthesis.
In addition to asking questions at various levels of the taxonomy an instructor might consider whether he is asking closed or open questions.
www.oir.uiuc.edu /Did/docs/QUESTION/quest1.htm   (1071 words)

  
 Muskingum College - Center for Advancement and Learning (CAL)
Examples of description questions are "What do you notice here?" and "Describe the object in front of you." Comparison questions require that one examine two or more objects or ideas and use statements or illustrations to identify similarities and differences.
Questions may also be dichotomized according to the number of answers they generate.
Questioning strategies are useful to instructors for effectively planning class participation activities, for designing homework assignments, and for writing exams.
www.muskingum.edu /~cal/database/general/questioning.html   (559 words)

  
 Developing fluency through questioning strategies - an article by Jonathan Aliponga
These questioning strategies are recommended in the initial stage of a classroom lesson as well as throughout the lesson for beginning level students.
These questioning techniques are grouped into two categories: those that are utilized to introduce linguistic items (at the top of Table 1), and those that are used to practice grammatical structures which have been previously introduced (at the bottom of Table 1).
By contrast, the questioning techniques at the bottom of the same table are designed to help students practice a linguistic item after it has been introduced until it has been assimilated.
www.jalt.org /pansig/2003/HTML/Aliponga.htm   (1740 words)

  
 Effective Questioning
The types of questions and the manner in which questions are asked have a direct impact on the effectiveness of the questioning.
Only certain questions should be posed in front of the patient; bedside questions should focus principally on knowledge and recall and to a lesser extent on comprehension.
Pre-planned questions are those incorporated into the educational plan prospectively that are asked during the teaching session to introduce new concepts, focus the discussion on certain items, steer the discussion in specific directions, or identify student knowledge level on the topic.
www.uab.edu /uasomume/cdm/questioning.htm   (1025 words)

  
 Classroom Questioning
Research indicates that questioning is second only to lecturing in popularity as a teaching method and that classroom teachers spend anywhere from thirty-five to fifty percent of their instructional time conducting questioning sessions.
In classroom settings, teacher questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it.
On the average, during classroom recitations, approximately 60 percent of the questions asked are lower cognitive questions, 20 percent are higher cognitive questions, and 20 percent are procedural.
www.nwrel.org /scpd/sirs/3/cu5.html   (5548 words)

  
 Entrepreneurship 36 - Direct Instruction
The purpose of questioning is to bring out or draw out a response from students that can help them bring forth their own ideas.
Effectiveness of the use of questioning in the entrepreneurship classroom must be increased with the continuous appropriate addition of "why" and "what if" questions if the spirit of innovation and creativity is to be nurtured and attained.
When entrepreneur guests or entrepreneurial case studies are presented to students, focus questions, statements, or diagrams may be provided to assist students with gaining the important facts and applications of the presentation.
www.sasked.gov.sk.ca /docs/entre36/atien2.html   (611 words)

  
 NFS Sourcebook
In such an investigation 1) one asks questions to identify the reason or reasons for the investigation: 2) questions are asked to direct the search for information and to synthesize what has been discovered; and 3) the conclusions resulting from investigations are evaluated via questions.
Questions should be written on the left-hand margin and then classified according to one of the six categories.
Subjective questions are important and have a challenge of their own but should be mixed with a liberal number of objective ones.
www.utexas.edu /academic/cte/sourcebook/questioning.html   (2759 words)

  
 Module - Effective Techniques of Questioning
A question where there is not one “correct” answer but where the task is to search for many possible correct answers.
Questions that draw the students’ attention to things only implied in their answers.
Along with adding variety to the questioning processes, professors who wish to encourage critical thinking dialogues need to establish an environment where students are at ease in responding.
faculty.ntcc.edu /apt/module8.html   (679 words)

  
 Autoquestioning - ideomotor questioning
Ideomotor questioning is a smaller set of techniques that can be used to question the subconscious mind.
Ideomotor questioning is a way to determine the existence of a dysfunction, learn enough about it to formulate effective suggestions, and get the subconscious mind to sign off on the suggestions.
Ideomotor questioning is extremely beneficial in the validation of a suggestion.
www.bcx.net /hypnosis/autoques.htm   (3722 words)

  
 Questioning Techniques   (Site not responding. Last check: 2007-10-11)
Questioning is one of the most often used teaching techniques according to Kim and Kellough (1987).
Most questions that teachers ask are simple recall questions that require the student to remember some factual information and recite it to the teacher.
Probing is the use of further questions to force the student to put together his or her partial knowledge into a more complete answer.
www.aged.vt.edu /methods/que-skil.htm   (1010 words)

  
 QUESTIONING STRATEGIES
Questions should play an important role in every classroom--both student questions and teacher questions.
Their questions not only will stimulate discussion but also will allow you to determine confusing aspects of the material.
In addition, being able to anticipate questions a teacher will ask on exams is an important study skill for students to develop.
cte.udel.edu /TAbook/question.html   (607 words)

  
 Intel Education: Designing Effective Projects: Instructional Strategies: Questioning
These questions are posed at the beginning of a unit of study, and students continue to explore and revisit these questions throughout.
Questions that require students to defend or explain their positions are open-ended questions.
Closed questions are limiting and allow for one or two students to answer either correctly or incorrectly.
www97.intel.com /en/ProjectDesign/InstructionalStrategies/Questioning   (361 words)

  
 Art of Questioning
Ask a teacher how he or she teaches and, chances are, the answer is, "By asking questions." However, if you go on and ask just how he or she uses questions or what sets apart keen, invigorating questioning from perfunctory versions, that same teacher might have a hard time replying.
Independent of whom they teach, skilled teachers question in distinctive ways: they raise a range of questions, they sustain and build arcs of questions, their inquiries are authentic, they inquire with a sense of respect flail decency.
Question finding is the ability to go to a poem, a painting, a piece of music-or a document, a mathematical description, a science experiment-and locate a novel direction for investigation.
www.exploratorium.edu /ifi/resources/workshops/artofquestioning.html   (4896 words)

  
 The WiLEARNS (Literary Education And Reading Network System) Website   (Site not responding. Last check: 2007-10-11)
Asking questions is a normal procedure for finding out about the world, and proficient readers carry a questioning attitude into their reading.
The strategy of questioning involves an almost constant generation of questions that a reader raises internally while engaged in understanding a text.
Questions that force a reader to "read between the lines" and use clues provided by the author to infer an answer.
wilearns.state.wi.us /apps/Default.asp?cid=780   (393 words)

  
 Questioning - Wikipedia, the free encyclopedia
A question is a linguistic expression used to elict information in the form of an answer.
Questioning is a major form of human thought and interpersonal communication, and plays a key role in discovery (observation) (what's over there?), invention (how could I make this work better?) and interpersonal coordination (can you help me fix my car this afternoon?).
Interrogation is sometimes referred to as questioning by law enforcement personnel.
en.wikipedia.org /wiki/Questioning   (174 words)

  
 Questioning   (Site not responding. Last check: 2007-10-11)
Questioning class members is one of the defining features of teaching.
It is the single most common variation from the direct presentation of material, and the basic mechanism for creating a dialogue with students.
She scoured the literature, and when I went to observe her, she presented me with a list of thirteen different kinds of question she might be using, and asked me to score how many times she used each type.
www.dmu.ac.uk /~jamesa/teaching/questioning.htm   (220 words)

  
 Question - Wikipedia, the free encyclopedia
Students of all ages use questions in their learning of topics, and the skill of having learners creating "investigatable" questions is a central part of inquiry education.
The Socratic method of questioning student responses may be used by a teacher to lead the student towards the truth without direct instruction, and also helps students to form logical conclusions.
A widespread and accepted use of questions in an educational context is the assessment of student's knowledge through exams.
en.wikipedia.org /wiki/Question   (1155 words)

  
 Circular Questioning
Circular questioning was a technique written about by Peggy Penn in the eighties, and although it is an "old" technique, I still find it extremely valuable.
The simplest way to use "circular questioning" in marital therapy is to ask one partner what the other thinks, or how the other feels about a particular issue.
If the couple is childless, one can question around parents and grandparents, or parents and what would have been had the couple had children.
www.suite101.com /article.cfm/mental_health_supervision/31123   (512 words)

  
 Questioning the Text | Scholastic.com   (Site not responding. Last check: 2007-10-11)
I would then tell them that good readers have their own questions and that those questions are really the most important ones.
This question, it turns out, is answered on the next page, where the term is defined.
We work on questioning for several weeks in many ways: marking texts with stick-on notes; sorting them according to importance; bringing our questions to book clubs for discussion; talking about questions unanswered by the author; and recording questions on charts.
content.scholastic.com /browse/article.jsp?id=4111   (1126 words)

  
 Archived - Tried and True - Questioning and Understanding to Improve Learning and Thinking
Asking more effective classroom questions can encourage all students to think at higher cognitive levels and ask questions of their own that will ultimately lead to improved learning.
Most of these classroom questions are not well prepared and do not serve the purpose of prompting students to think.
This is in contrast to the findings that when teachers wait 3 to 5 seconds after asking a question, students give longer, higher-level responses; answer with more certainty in their own responses; make more inferences; and ask more questions.
www.ed.gov /pubs/triedandtrue/quest.html   (1297 words)

  
 SEDL Letter Volume XIV, Number 3: Putting Reading First - The Right Questions Can Improve Student Thinking and Learning
Slack talked about the questioning approach in an interview with SEDL Letter on April 10, 2002, in New Orleans, where she conducted a one-day training session for New Orleans Public Schools K-3 reading-intervention teachers who are involved in SECAC's Reading Success Network (RSN).
Processing questions narrow the focus of discussion, elicit a variety of responses from different students, provide students with an opportunity to give evidence for their ideas or information, or help students create relationships between evidence and statements.
SECAC's questioning workshop includes guidance in preparing lesson plans to help teachers anticipate what types of responses learners may give to core questions and the types of processing questions that the teacher should be prepared to ask to direct classroom conversation and deepen thinking.
www.sedl.org /pubs/sedl-letter/v14n03/6.html   (2000 words)

  
 Repeated Questioning Study
Children seem to be vulnerable to repeated questioning by interviewers and eventually they will change their testimony in an attempt to answer the questions in the way they feel the interviewer wishes them to.
Children of five and seven years of age witnessed a staged event and then were individually interviewed with a free-recall test and then closed and open form questions, some of which were repeated by the interviewer.
These false testimonies can be minimized with closed questioning if children are informed before the questioning that they don’t have to change their answers and that it is alright to say “I don’t know.” While these may seem to be small findings, they are actually greatly important.
www.unc.edu /~msclark/psych20/repeated_questioning.htm   (904 words)

  
 Instructional Strategies Online - Questioning
Good questions should be carefully planned, clearly stated, and to the point in order to achieve specific objectives.
Teacher understanding of questioning technique, wait time, and levels of questions is essential.
The teacher must be sensitive to the cultural needs of the students and aware of the effects of his or her own cultural perspective in questioning.
olc.spsd.sk.ca /DE/PD/instr/questioning.html   (137 words)

  
 EDUC5910iep20 Questioning techniques
Questions can go beyond the three domains of knowledge, skill and attitude and ask students to think about their own thinking (metacognition) and to perform internal process operations (reflection) which are not typically measurable in a direct sense, although the outcomes of these operations clearly are.
Consider directing the question by posing the question to the group and waiting for a student to volunteer; or by naming a student, then presenting the question and hopefully at correct response; or question the group, pick or a student to respond and receive that student's response.
When a student is having difficulty with a question you may be able to scaffold the response and to lead the student to the correct answer by probing for knowledge of which they are unsure, but which is ultimately correct.
home.okstate.edu /homepages.nsf/toc/EDUC5910iep20   (12345 words)

  
 The Question is the Answer
This question is the basis for problem-solving and synthesis.
is the question which enables the suitor to capture his or her lover's heart.
The most important questions of all are those asked by students as they try to make sense out of data and information.
questioning.org /Q6/question.html   (817 words)

  
 What is Socratic Questioning
Socrates was convinced that disciplined practice of thoughtful questioning enables the scholar/student to examine ideas logically and to be able to determine the validity of those ideas.
Although “Socratic questioning” appears simple, it is in fact intensely rigorous.
Individuals have the capacity to recognize contradictions, so Socrates assumed that incomplete or inaccurate ideas would be corrected during the process of disciplined questioning, and hence would lead to progressively greater truth and accuracy.
serc.carleton.edu /introgeo/socratic/second.html   (174 words)

  
 The world press on the missing WMDs - Salon
This is not a question that will simply melt away, although the Bush administration must wish it were conveniently forgotten.
It is a question which will be raised more and more, ever more pressingly and constantly, until the truth is found out.
The question is repeated for Messrs Bush, Rumsfeld, Cheney and Powell to answer: Where are the weapons of mass destruction, the pretext upon which your administration attacked Iraq?
www.salon.com /opinion/feature/2003/06/03/world6_3/index.html   (1745 words)

  
 Questioning techniques
Asking questions is a fundamental part of finding information and for subtle (and otherwise) persuasion.
Leading questions: That may or may not be a good thing for you.
Questioning traps: A few pitfalls you may like to avoid.
changingminds.org /techniques/questioning/questioning.htm   (138 words)

  
 Quick Guide for Those "Questioning"
This publication offers a supportive approach to common questions asked by teens who may be questioning their sexual orientation.
Discovering that a loved one is gay, lesbian, bisexual or transgendered can pose new questions about your faith and may prompt you to re-evaluate beliefs that you previously took for granted.
Questions about sexual orientation, fidelity, self-esteem and fear often go unanswered.
www.pflagphoenix.org /quick_guides/guide-questioning.html   (349 words)

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