Questioning
strategy
It is the method of teaching through the exchange of
questions and answers.
Questioning
strategy to motivate and to arouse
interest for the learners and to easily evaluate how much students have learnt
in particular topics are its purposes. It can also manage or control the class.
Questioning encourages involvement of passive learners. It is a lifelong
learning skill and it helps to summarize the lesson.
Teacher used to reflect carefully the particular
curriculum objectives, content and materials when planning their questions.
Also the subject matter used for class room discussion will obviously have an
important effect on pupil response. Teacher must consider the characteristics
of the pupil when the questions are asked. There will be many differences
between pupils in ability and the experience.
The evaluation of key questions after a discussion
can provide much information to the teachers not only on the effectiveness of their
own questioning but also development in the quality of the individuals thought
in attempting to answer the questions.
There are two types of questions:
Convergent Questions are
those questions that require one correct answering in general they are question
of fact and are often called low level questions. The focus under this category
is on narrow objectives. It encourages student’s responses to coverage on the
central idea. They produce short responses focusing on lower levels of
thinking. Divergent questions have no single correct answer and
are more analytical, testing the students ability to synthesis information,
offer educated opinion or create hypothesis based on their knowledge. These types
of questions are always open-ended, allowing the students to express themselves
as they demonstrate their ability to reason in the subject.
Divergent question is also open ended question allowing
the students to express themselves as they demonstrate their ability to reason
in the subject
As
per the Bloom’s taxonomy there are six levels of questions.It gives teachers and students an opportunity to learn
and practice a range of thinking and provides a simple structure for many
different kinds of questions and thinking. The six levels are:
1.
Remembering
2.
Understanding
3.
Applying
4.
Analyzing
5.
Evaluating
6.
Creating
Socratic
questioning
Socratic questioning helps students to think
critically by focusing explicitly on the process of thinking. During
disciplined, carefully structured questioning, students must slow down and
examine their own thinking processes.
There are six types of questions in Socratic
questioning.
·
Conceptual
clarification questions:
Get
them to think more about what exactly they are asking or thinking about. Prove
the concepts behind their argument. Basic 'tell me more' questions that get them
to go deeper.
Eg
: Why are you saying that?
·
Probing assumptions:
Probing of assumptions makes them think about the
presuppositions and unquestioned beliefs on which they are founding their
argument. This is shaking the bedrock and should get them really going.
Eg: What else could we assume?
·
Probing
rationale, reasons and evidence:
When they give a rationale for their arguments, dig into
that reasoning rather than assuming it is a given. People often use
un-thought-through or weakly understood supports for their arguments.
Eg: Why is that happening?
·
Questioning
viewpoints and perspectives:
Most arguments are given from a particular position. So
attack the position. Show that there are other, equally valid, viewpoints.
Eg: Another way of looking at this is ..., does this seem
reasonable?
·
Probe
implications and consequences:
The argument that they give may have logical implications
that can be forecast. Do these make sense? Are they desirable?
Eg: Then what would happen?
·
Questions about the question:
And you can also get reflexive about the whole thing,
turning the question in on itself. Use their attack against themselves. Bounce
the ball back into their court, etc.
Eg: What was the point of asking that question?
