What are some procedures and strategies
for using questions in the classroom?
- Define vocabulary and practice its use in discussion
Relate terms to common experiences or general usage
- Be mindful of engaging the entire class
Build a chain of contribution, responses, reactions, alternatives,
divergence, etc.
Randomize questioning in order to keep all students engaged
- Create a non-judgmental environment
Build confidence and logic
Keep a conversational tone
Direct "big picture" questions to holistic learners; detail questions to
sequential learners
Give space to introverts: they prefer
listening and digesting but can summarize,
often with insight
Allow for alternative responses: some may illustrate answers with
images, music, even motion
- Be honest: admit that you don't know all the answers
Follow up as soon as either you or your students find further information
- "Set the stage:" ask questions with elementary or known
content
Use establish facts and opinions as advanced organizers
Build on issues and examples they can identify with
Keep questions that test recall of facts (who, what, where, etc.) in the
introductory setting
- Build an argument, or track toward a conclusion
in a cooperative, explorative effort
Avoid digression or isolated points
- Prioritize questions that "work" facts (c.f.
Bloom)
- Model active listening to student responses
by summarizing in your own words the content or gist of their answers
Expand on the exercise by calling on fellow students to do same
- Allow students intentional time for thought processing in answering
Create the pause for a thoughtful response rather than expect an
immediate reply
- Allow for unexpected turns that suit the purpose and invite
gestalt!
Use shock or disruption to shake up a rather boring experience
- Balance the need for breaks at 20 minutes with keeping momentum and
arriving at breakthroughs
Build small group exercises modeled on questioning
Pair learners and begin with a set of questions to be answered
(eliminate "yes/no" options)
Limit response time
Merge to incrementally larger groups
Reporters from merged group report
Provide for peer feedback and class discussion
See also:
Guided notes
Teacher-prepared hand-outs that outline or map lectures, but leave
"blank" space for key concepts, facts, definitions, etc. As the lecture
progresses, the learner then fills in the spaces with content. Guided
notes help learners follow a lecture, identify its important points, and
develop a foundation of content to study and apply
Socratic Method: Teaching by asking,
a guided exercise
An example developed by Rick Garlikov, who taught binary arithmetic to a class
of 22 third grade students by only asking questions! When the class
period ended, at least 19 of the 22 students had fully and excitedly
participated and absorbed the entire material.
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