Art of questioning part 2

ART OF QUESTIONING(Part 2)

PRED 121: Principles and Strategies of Teaching 1

Importance

Even in today's modern educational practices, the art of questioning has remained one of the best tools in promoting effective learning.

In fact, questioning continues to be an essential component of good teaching.

There are even some people who believe that the effectiveness of a teacher can be measured by his ability to ask good questions. And yet too many teachers take this teaching tool for granted, or use it carelessly.

Purpose

To motivate

the learners

Assess knowledge and skills

To review content

To develop critical

thinking of pupils

The photograph "Coal Breaker Boys" was taken in Kingston, Pennsylvania, between 1890 and 1910. It is available in the American Memory Collection Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920,

http://memory.loc.gov/ammem/detroit/dethome.html


Levels of Questions 1. Bloom's Taxonomy

evaluation

synthesis

analysis

application

comprehension

knowledge

Bloom's Taxonomy

• Wh- words, choose find, define, label, list match, spellKnowledge

- recalling facts, terms basic concepts and answers

• compare, contrast, infer demonstrate, interpret, explain, illustrate, outline relate,rephrase translate, summarize, show, classify

Comprehension- demonstrate understanding of facts by organizing, comparing, translating, describing & stating main ideas

• apply, build, choose, construct, develop interview, make use of, organize plan, select, solve, utilize, model, experiment

ApplicationSolve problems to new situations by applying

acquired knowledge, facts, techniques, and rules in a

different way.

Bloom's Taxonomy • analyze, categorize, classify, compare,

contrast,• discover, dissect, divide, examine, inspect,• simplify, survey, take part in, test for,

distinguish,• list, distinction theme, relationships, function,• motive, inference, assumption, conclusion

AnalysisExamine and break

information into parts by identifying motives or

causes. Make inferences and find evidence to support

generalizations

• build , choose, combine, compile , compose ,• construct, create, design, develop, estimate

SynthesisCompile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

• Conclude, criticize, decide, determine , evaluate, judge, prove, assess, deduct, perceive, opinion, recommend, agree

EvaluationPresent and defend opinions by making judgments about information, validity of ideas, or quality of work based on a

set of criteria.

The photograph "Coal Breaker Boys" was taken in Kingston, Pennsylvania, between 1890 and 1910. It is available in the American Memory Collection Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920,



Bloom's Taxonomy

Knowledge When was this picture taken?Where was this picture taken?

Bloom's Taxonomy

Comprehension What is happening in this picture?Why are these boys dressed like this?

Bloom's Taxonomy

Application How would you describe the photograph

to others?What caption would you write for this photograph (say, in a newspaper)?

Bloom's Taxonomy

Analysis Why are these boys here and not in school?What do you know about their lives based on this photo?

Bloom's Taxonomy

Synthesis What might these boys say about their work in an interview setting?What might they say about their future?

Bloom's Taxonomy

Evaluation What is the significance of this photo for the

time period depicted?Compare this photo with one of three boys

from today of the same age. How are their lives similar? How are they different?

Exercises:

Levels of Questions

2.Galdon’s Collapsed Categories of Teaching

Literal Critical Inferential Creative

Galdon’s Collapsed Categories of Teaching

LITERAL LEVEL COMPREHENSION- Understanding explicitly stated information.- Reading along the lines.

Questions ask for:- details - sequence of events - character traits - cause and effect relationships


INFERENTIAL LEVEL COMPREHENSION› Understanding implicitly stated information.› Reading between the lines.

Questions ask for:- conclusions- recognition of hidden meanings- generalizations- translations of old knowledge into new insights


INFERENTIAL LEVEL COMPREHENSION

Examples:What do you think Angelo should do?What do you think was meant by……?What evidence can you cite for the inference?


CRITICAL LEVEL COMPREHENSION› Understanding of information so that value

judgments can be made.› Reading beyond the lines.

Questions ask for:- value of theories- comparison and discrimination between and

among ideas- choices and reasoning- judgments


CRITICAL LEVEL COMPREHENSIONExamples:Does the character’s idea make sense? Why?If you were the character, would you do the same thing? Why?Do you think the author chose the best title for this story? Explain.Differentiate fact from opinion?Given the situation, what decision would you make?


CREATIVE LEVEL COMPREHENSION› Involves making personal responses.› Application of what has been read.

› Questions are geared for:› action/ demonstration› use of new methods, concepts into different

situations› solving problems and using skills and knowledge

in text


CREATIVE LEVEL COMPREHENSIONExamples:› Create a song/ poem/jingle/ rap/ dance that

would express how you understand the story.› If you were the author, how would you end the

story?› What could be a better title for this story?› Propose a solution to …….› Organize a plan to…….› Think of some new ways to ……› Write a…..


Literal• Look at

the data.

Inferential• Think

about the data.

Critical• Reflect on

what you have thought.

CreativeCreate new ideas and

applications

Exercises:

Excerpt from “The Little Prince” by Antoine de Saint Exupery

The little prince went away, to look again at the roses.

"You are not at all like my rose," he said. "As yet you are nothing. No one has tamed you, and you have tamed no one. You are like my fox when I first knew him. He was only a fox like a hundred thousand other foxes. But I have made him my friend, and now he is unique in all the world."


"You are beautiful, but you are empty," he went on. "One could not die for you. To be sure, an ordinary passerby would think that my rose looked just like you--the rose that belongs to me. But in herself alone she is more important than all the hundreds of you other roses: because it is she that I have watered; because it is she that I have put under the glass globe; because it is she that I have sheltered behind the screen; because it is for her that I have killed the caterpillars (except the two or three that we saved to become butterflies); because it is she that I have listened to, when she grumbled, or boasted, or ever sometimes when she said nothing. Because she is my rose.


And he went back to meet the fox. "Goodbye," he said. "Goodbye," said the fox. "And now

here is my secret, a very simple secret: It is only with the heart that one can see rightly; what is essential is invisible to the eye."

"What is essential is invisible to the eye," the little prince repeated, so that he would be sure to remember.

Art of questioning part 2

Education

Transcript of Art of questioning part 2