Effective Questioning in Teaching
Effective questioning serves a range of purposes, it involves the learners in the lesson, it all allows the teacher to know if the students possess specific knowledge, to make students think deeply and to inspire creativity and imagination therefore contributes significantly in learning.
Intellect develops when there are increased number of neurones in the brain connecting with each other, this happens when we think, therefore to make learners intellectually capable we must make them think.
In order for questioning to be effective, the technique must be considered. Wragg and Brown (2001) emphasise the importance of questioning techniques by saying that ‘undirected questions often lead to chorus answers…hence importance of directing questions…distributing questions around the group rather then concentrating on one or two willing respondents not only involves more pupils but reduces the risk of losing attention’
For example questions must have appropriately levelled vocabulary and hardness to ensure challenge and success, the question typology needs to be correct also. Teachers should refrain from seeking out students who can answer their questions and instead aim to get all students to participate. They should also be aware of asking numerous unrelated questions which do not serve a purpose and avoiding the use of rhetorical questions with young children as well as being mindful of how to respond to incorrect answers.
Considering each of these aspects it can be said through observations, it is evident that teachers who re-phrase a question to a students often correct their choice of vocabulary allowing learners to better understand the question. Also, it can be said that teachers (without realising) often have the same eager learners putting their hand up to answer questions, perhaps to make them feel secure that learning is taking place. To counteract this and ensure all students participate and benefit, I have observed teachers use a no-hands-up
Intellect develops when there are increased number of neurones in the brain connecting with each other, this happens when we think, therefore to make learners intellectually capable we must make them think.
In order for questioning to be effective, the technique must be considered. Wragg and Brown (2001) emphasise the importance of questioning techniques by saying that ‘undirected questions often lead to chorus answers…hence importance of directing questions…distributing questions around the group rather then concentrating on one or two willing respondents not only involves more pupils but reduces the risk of losing attention’
For example questions must have appropriately levelled vocabulary and hardness to ensure challenge and success, the question typology needs to be correct also. Teachers should refrain from seeking out students who can answer their questions and instead aim to get all students to participate. They should also be aware of asking numerous unrelated questions which do not serve a purpose and avoiding the use of rhetorical questions with young children as well as being mindful of how to respond to incorrect answers.
Considering each of these aspects it can be said through observations, it is evident that teachers who re-phrase a question to a students often correct their choice of vocabulary allowing learners to better understand the question. Also, it can be said that teachers (without realising) often have the same eager learners putting their hand up to answer questions, perhaps to make them feel secure that learning is taking place. To counteract this and ensure all students participate and benefit, I have observed teachers use a no-hands-up
References: Black et al. (2004) Working inside the black box: Assessment for learning in the classroom Bloom, B. S (ed.) (1956) Taxonomy of Educational Objectives: Handbook I: The Cognitive Domain. New York, David Makay Hayes, D. Effective Questioning, Inspiring Primary Teaching, 2006 Rowe, M. B. (1974) Relation of wait-time and rewards to the development of language, logic, and fate control: Part II-Rewards, Journal of Research in Science Teaching, Volume 11, Issue 4, pages 291–308, December 1974 Wragg, E. C. and Brown, G (2001) Questioning in the Primary School. London. Routledge