1. Helping Pupils Develop their HOTS References:
1.http://www.slideshare.net/rowenativoli/effective-questioning-2-3427422
2. Mrs. Maha Al- Harb, Khawla Al Rifae, Mrs. Suad Al-shbaily Marilu
S. Bandolon Facilitator
2. Questioning is the door of knowledge. Irish saying
3. Focus Questions: For a highly interactive class, what are
the various types of questions asked? What are some questioning
skills that teachers should develop to generate interaction? How
can a teacher improve his/he questioning skills? What are some
effective reacting techniques?
4. A study was once conducted to find out how teachers ask
questions. This was observed in a Grade 6 science class. A tape
recorder was hidden under a demonstration table. She conducted a
discussion of the lesson for forty minutes. She was able to ask 29
questions, all of which are of the what type. Maybe they were all
answered. They were simple recall. Has the teacher developed the
pupils thinking skills?
5. The kind of questions we ask determine the level of thinking
we develop. Low level questions demands low level responses. They
require responses of the simple recall or memory type answers.
Examples: What was the temperature range yesterday? What insects
transmit dengue fever? What part of the plant serves as its
factory?
6. We ask questions based on purpose: 1.For assessing cognition
-to determine ones knowledge in understanding -promote high level
thinking -use divergent questions and open ended inquiries that
call for analysis and evaluation Examples: What is likely to happen
if the ozone layer of the atmosphere continues to deteriorate? Why
does is sound heard louder when und er water than out of it?
7. 2. For verification --to determine the exactness or accuracy
of the result of an activity or performance, Examples: Was the
weight of liquid displace exactly the same as the weight of object
immersed in it? Why is lightning seen before the thunder is
heard?
8. 3. For creative thinking --to probe into ones originality,
Examples: How will you present the layers of the earth to your
classmates? Simulate the eruption of Mt. Mayon. How can you
demonstrate soil less gardening? Notice that the question or the
direction asks the pupils to present their own ideas or new ways of
doing things.
9. 4. For evaluating --to elicit responses that include
judgment, value, and choice -it also asks personal opinion about an
event, a policy or a person Examples: Was your classmates slide
presentation well done?
10. 5. For productive thinking --includes cognitive reasoning
-analyses facts, -recognizes patterns or trends -invokes memory and
recall - Examples: How can we apply the concept of the least common
multiple in other situaitons?
11. 6. For motivating -to arouse the interest of students and
focus attention -situating the students in the right mood.
Examples: How would you like to know how your favorite flower can
remain fresh longer? Did you ever train a pet? Can perpendicular
lines be intersecting lines?
12. 7. For instructing -asking useful information -directs,
guides and advise on what and how to do an activity Examples: What
are the steps in solving problems?
13. Questions can either be low or high level Low level
questions -include memory questions or those that require simple
recall Example: Define energy. State the first Law of Motion
14. High level questions -call for the respondents ability to
analyze, evaluate, and solve problems Examples: What is the
relation between the distance of a planet and its period of
revolution? Why does temperature rise toward noontime? Why is
repeated addition the same as multiplication?
15. Divergent questions -require the respondents to think in
different directions -to think of alternative actions -arrive at
own decision -to arrive at several possible answers Examples: Why
are you voting them? What will happen if you leave it under direct
sunlight for a week?
16. Questioning Skills Class interaction is dependent on the
questioning skills. What questioning skills should teachers ask in
order to generate maximum interaction among the students? 1. Ask
varying types of questions 2. Ask non-directing questions 3. Call
in non-volunteers 4. Rephrasing 5. Sequencing logically 6.
Requiring abstract thinking 7. Asking open-ended questions 8.
Allowing for sufficient wait time
17. Convergent /closed question: - They give you facts. - They
are easy and quick to answer. - They keep control of the
conversation with the questioner. Note: They should be used with
care too many closed questions can cause frustration and shut down
conversation.
18. Asking varying type of questions Ask convergent, divergent
and evaluating questions. Convergent questions are closed questions
that have only one correct answer. Convergent questions are mostly
closed questions that can be classified as: a. Yes/no questions b.
Answerable by a single word or short phrase (What is the process of
food manufacture that takes in plant called?)
19. Divergent Questions -open questions and may have more than
one acceptable answer. - They ask the student to think and reflect.
- They will give you opinions and feelings. - They have control of
the conversation to the respondent. -useful in getting another
person to speak. ( The one who asks the questions are likely to
receive a long answer, thats why they can provide a good deal of I
information) -Sometimes they are statements : tell me about , give
me an example of
20. 2. Yes / No Questions ( Closed Questions ) : Evaluative
questions are divergent questions that require judgment concerning
the subject focus. (What is you evaluation of our manner of
election in the country?) A tag question is an example of an
evaluative questions. It is a statement followed by a mini-question
whether it is positive or negative. The whole sentence is a "tag
question", and the mini-question at the end is called a "question
tag". We use tag questions at the end of statements to ask for
confirmation. They mean something like: "Am I right?" or "Do you
agree?" They are very common in English.
21. 5. Inference Questions: Inference questions are forms of
divergent questions that require the respondents to give the
inferences and assumptions based in passages read or heard. The
main goal of the questions is to assess the ability of the learners
to go beyond what is on the page. Its not unusual to face two or
more inference questions in each passage. Ex. They went out at 6.
They came back at 10 How long did they stay out? What do you think
made them stay out?
22. Techniques of asking a question: 1. The Default: Ask a
question Pause Call on a student Master this technique and use it
as your standard 2. The Volunteer: Ask a question Pause Wait for a
raised hand Use for conceptually challenging questions.
23. Ask a question Pause Any body Use for conceptually
challenging questions and when you need a fast answer Ask a
question Pause Every body Use for simple but important points that
everyone should know
24. When a student asks a question: *Clarify it , if necessary.
* Whenever possible, help the student answer the question himself.
* Ask other students to answer the question. * Defer until later,
if possible. * Answer it yourself, only as a last resort * But,
never let a students question go unanswered.
25. When a student says ( I dont know) As A General Rule Dont
Let Them Off The Hook!
26. Prompts to help pupils effectively answer questions A
reminder prompt: is most suitable for able children. Say more about
how you feel about this person. A scaffold prompt: scaffolds the
learning for children who need more support than a simple reminder.
Can you describe how this person is a good friend? Describe
something that happened that showed they are a good friend. An
example prompt: can be extremely successful with all children, but
especially with average or below average children. Choose one of
these or your own: He is a good friend because he never says unkind
things about me, My friend is a friend because he never tells me
lies. - Shirley Clarke
27. Task 5 What are the characteristics of a good question? A
good question should be Thought Provoking unambiguous Clearly
stated Relevant Related to the objectives Common Vocabulary
Comprehensive Straight forward Short Properly Directed
28. General Strategies For Asking Questions: 1. When planning
questions, keep in mind your lesson goals. 2. Avoid asking leading
questions. 3. Follow a yes or no question with an additional
question. 4. When you plan each class lesson, include notes of when
you will pause to ask and answer questions. 5. Ask a mix of
different types of questions and use keywords of questioning like:
Who, Why, What, Where, When. .
29. 6. Wait for students to think and formulate responses. 7.
Encourage students to ask questions at any time. 8. Scatter
questions over the entire class. 9. Pose questions within the
ability of the student to whom the question is addressed. 10. Ask
students to give complete answers. 11. Do not permit frequent group
responses. 12. Avoid asking questions that can be answered by
guessing.
30. As a summary Good questioning is a major determinant of the
success of helping learners develop HOTS