Art of Question

7/27/2019 Art of Question

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Improve thinkingthrough questioning

Sonia D. Teran

Tinago High School


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A QUESTION NOT ASKEDIS A DOOR NOT OPENED.

MARILEE GOLDBERG,THE ART OF THE QUESTION


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1. There are many classrooms in

which teachers rarely pose

questions above the "read-it-and-

repeat-it" level.

Questions that demand inferential reasoning,

hypothesis-formation or the creative transfer ofinformation to new situations, simply do not

occur with frequency


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2. Teachers' questions often go

nowhere.

Once the reply is given, that is the end of the

sequence.

Questioning in which the information builds from

facts toward insight or complex ideas rarely take

place


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3. Classroom questions are often

disingenuous, rhetorical, or mere

information checks.

Missing from many classrooms are what might be

considered true questions, either requests for

new information that belongs uniquely to theperson being questioned or initiations of mutual

inquiry


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4. The very way in which teachers ask

questions can undermine, rather

than build, a shared spirit of

investigation. teachers tend to monopolize the right to

question

question-driven exchanges that occur inclassrooms almost uniformly take place between

teachers and students, hardly between students.


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1. Students learn to ask questions by asking

questions. Students learn to ask good

questions by asking questions and then

receiving feedback on them. Students learnto become scholars by learning to ask good

questions.

2. A student asking a question is at that

moment a self-motivated learner - aresearcher. This is the behavior we are trying

to nurture.


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1. Questions tell you that your students can

understand and are thinking about what

you say. Questions tell you whether your

class is asleep or awake.2. Questions give you immediate feedback

when you are unclear, and tell you where

you need to spend more time.

3. Education is a dialog between student andteacher. Question is part of this dialog.


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Questioning is an integral part of an

inquiry centered classroom.

It is a learners thinking tool to carry

out investigation about a subject

matter.


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The power to question is vested

with the teacher who uses this

tool to either approve or

disapprove of childrens

knowledge thus empowering or

disempowering them.


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Everything.It is a way of evoking

stimulating response or stultifying

inquiry. It is, in essence, thevery core of teaching.

-John Dewey-


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Factual. Soliciting reasonably simple,

straight-forward answers based on obvious

facts or awareness.

Convergent. Answers to these types of

questions are usually within a very finite

range of acceptable accuracy.


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Divergent. These questions allow students to

explore different avenues and create many

different variations and alternative answers

or scenarios.

Example: In the love relationship of Hamlet

and Ophelia, what might have happened to

their relationship and their lives if Hamlet

had not been so obsessed with the

revenge of his father's death?


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Evaluative. Requires sophisticated level of

cognitive and/or emotional judgment.

Example. What are the similarities and

differences between Roman gladiatorial

games and modern football?

Combination. Questions that blend any

combinations above.


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Inference Questions. Asks

the students to go beyond theimmediately available

information. They fill in the

missing information.

Example: What do you know aboutthe picture?


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Interpretation Questions.Interpretivequestions propose that they understandthe consequences of information or ideas.

Example: How would the events bedifferent had Yoyong not died?


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Transfer Questions.Transfer questions

provoke a kind of breadth of thinking,asking students to take their knowledge

to new places.

Example: After studying the life of Ninoy

Aquino, how do you imagine his policy on

police brutality to be?


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Questions about Hypotheses. Typically,

questions about what can be predicted and

tested.

Reflective Questions.These are questions

that make students ask themselves: "How do

I know I know?"; "What does this leave me

not knowing?"; "What things do I assume

rather than examine? They take mulling

over. Nonetheless, they eventually lead to

important talk about basic assumptions.


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Teachers know questions to be one of their mostfamiliar- maybe even one of their mostpowerful-tools. But if observations are accurate,

much of classroom inquiry is low-level. Moreover,these qualities turn out to be remarkablyresistant to change.

study of questioning done in 1912 found thattwo-thirds of classroom questions required

nothing more than direct recitation of textbookinformation (Steven, 1912).

70 years after the original study, researchsuggests that 60 percent of the questions

students hear require factual answers, 20percent concern procedures, and only 20 percentrequire inference, transfer, or reflection (Gall1970).


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APPLICATION

UNDERSTANDING

KNOWLEDGE


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EVALUATION

SYNTHESIS

ANALYSIS


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Ask Challenging Questions.

Ask Well-Crafted, Open-

Ended Questions.

Ask Uncluttered Questions

Learn to wait.


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Sample Lesson

Goal: Students willimprove readingcomprehension bylearning how toraise higher levelquestions.

Objective: Afterraising questionsabout pieces offruit, students will

write and answerseveral questionsabout coreliterature.

Materials needed:

an apple and anorange.

Anticipatory set:

Present the appleand the orange and

ask the class,

"Which piece of fruit

do you like better?

Why?"


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Process1) Recall/specific detail: What color isthe apple? What shape is the orange?Which one is bigger?2) Comprehension: Which piece of fruitmakes your fingers feel sticky? Whichpiece of fruit is packed with vitamin C?3) Analysis: What are threedifferences/similarities between theapple and the orange?


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4) Application: Can you think of a way to peelan orange without getting your fingerssticky?What would you do if you were starving andfound a worm in your apple?

5) Synthesis: If you were going to create anew piece of fruit that was a combination ofthe apple and the orange, what would the fruitlook and taste like?6) Evaluation: Which fruit is better for youand why?


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After students create fruitquestions, introduce a short poem orstory and ask them to writequestions at each level of Bloom's

taxonomy. On the board, list thequestions under the differentquestion headings (recall,comprehension, analysis,

application, synthesis, evaluation)and ask them to answer at least twoquestions under each heading.


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Assessment: Using a rubric,

students can self-assess theirwork by switching papers with a

partner and checking to see the

questions span the taxonomyladder and are adequately

answered based on information

in the text.


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Independent practice: Ask

students to record the questionsraised at home, on a t.v.

program, or in other classes and

write an analysis of the types ofquestions that are most

frequently asked. Are they lower

or higher level questions?


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First, there is a social outcome-

students need the face-to-face

skill of raising questions withother people: clarity about what

they don't understand and want

to know; the willingness to ask;the bravery to ask again.


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Second, there is a creative or

inventive outcome. Being asked

and learning to pose strongquestions might offer students a

deeply held, internal blueprint

for inquiry -apart from the prodsand supports of questions from

without.


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Stimulates creativity

Motivates fresh thinking

Surfaces underlyingassumptions

Opens the door to change

Focuses intention, attention,and energy


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A study at the University of California, San

Diego involved healthy young male

volunteers. The loss of just five hours of

sleep in one night was found to depress their

natural immune responses. There was a 30%

reduction of infection-fighting T-cells- the

natural killer cells. An important immune

stimulant was also depressed the cancer-

fighting interleukin known as IL-2.


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After a night of recovery sleep, the T cell

activity returned to the original level, but

interleukin levels remained depressed. These

results suggest the importance of sleep in

maintaining immunity and show that even a

modest disturbance of sleep produces a

reduction of natural immune responses


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Change in student thinking habits and thinking

modes is most apt to happen if appropriate

teaching habits are cultivated and learned.

"Drill and kill" questions with only one answer

are killing imagination.

We inspire learning when we manage to make

the hard stuff easier and the easy stuff

challenging


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Art of Question