Chapter 5: Why Ask? Questioning Strategies in the Classroom
I am very
fortunate this semester to be in a classroom observing a teacher who is very
skilled in questioning techniques. She
teaches both math and social studies. She
covers all 6 levels of Bloom’s “higher-order” questioning as she teaches. All teachers at the school are teaching using
the common core standards which holds teachers accountable for teaching higher-order
skills. She has the students to state
facts (level 1-knowledge). She has
students comparing the information to other forms (level 2-comprehension). She
will ask different students who have completed a math problem to show their
work on the board then ask students to compare the methodology each student
used to arrive at the same answer. She
will then ask students how this can be used in everyday life (application-level
3), and asks them to explain why they feel this solution would be appropriate
for that particular situation (level 4-analysis). She has students to write about what they
have learned in their journal and come up with new ways to use the information
they have just studied (level 5-synthesis).
Finally, students will share what they have written in their journals
and the class will have a discussion where students may ask questions and
defend their reasoning/judgment for the entry (evaluation- level 6).
Effective questioning
techniques are essential in the classroom.
I know that right now I am not skilled in this area. I hope that by the end of the semester, with
the observation of such a skilled teacher, I will have improved questioning
skills.
Questions:
1. How do you use
effective questioning without absorbing too much time on one question?
2. What motivators
could be used as “hand-raisers” to get students answering questions in the classroom?
Higher Order Thinking Skills Question Templates:
Kind of a teacher checklist for questions in the
classroom:
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