Blended learning 3 Teacher questioning. What are some purposes/reasons you would have for teachers...
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Transcript of Blended learning 3 Teacher questioning. What are some purposes/reasons you would have for teachers...
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Blended learning 3
Teacher questioning
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What are some purposes/reasons you would have for teachers asking questions?
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• Management• Initiating• Feedback• Promoting learning• Debriefing• Non pedagogical purposes
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• Management:• to pull a student who is dreaming/off task
back into line:• to build students' self esteem/confidence
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Initiating
• discover the current range of opinions/explanations in the class to find out how much they already know AND/OR to start from their ideas or the conflicts between these
• to stimulate debate/discussion
• see if the students can suggest what to do next or how to do it
• to generate a need to know by posing an intriguing question or problem
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Feedback
• do they recall some past work you hope to assume?
• are they understanding?
• what are their constructed meanings?
• how are they reacting (e.g. to an issue)?
• a dilemma on feedback: do you ask one student (if so who) or the whole class (if so how)?
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Promoting learning
• to stimulate a particular aspect of quality learning e.g. to maximize linking to the last topic or to their ideas
• to build a culture where students are expected to be intellectually engaged
• to have students work out the next bit of content (Principle 2)
• to extend the work by applying it to new situations
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Debriefing
• This can involve any of a content, learning or social agenda
• Variety is crucial –do not ask the same sorts of questions each time
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Debriefing with a content agenda
• Linking the activity to big ideas• Linking different activities to the same big idea• Linking different ideas
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Debriefing with a learning agenda
• Highlighting good learning behaviours, teaching procedures and (new) types of thinking
• Debriefing on whether learning occurred –did some students rethink/change or elaborate their views/understandings
• Debriefing on what is still puzzling/unclear
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Debriefing with a social agenda
• What are good collaborative behaviours?• Why these are worth investing time in
building?• How they worked from this perspective• How they might change in the future
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Some of the above purposes illustrate Principle 1 (sharing intellectual control)
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Closed v open questions
Closed (convergent) questions: often just one correct answer (or a limited number of intended answers)
• provide clear focus• tend to require instant feedback• can build confidence in students (can also
threaten)• lower order cognitive challenge?
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The content is an important factor here
English teachers are often working with divergent content
Science teachers are often working with convergent content
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Open-ended (divergent) questions: several possible valid answers, perhaps leading in unexpected directions• open up possibilities • perhaps less threatening to students?? (not
just one right answer)• can be useful in stimulating lateral thinking
(‘What if ?’ questions)
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Open v Closed questions
• Both have uses but some teachers do ask too many closed questions. Some situations are more appropriate to one form or the other.
• There is a place for expecting particular responses: revision, feedback, principle 2. This is part of good teaching, but do not set it up as a (phoney) discussion. If you expect one answer do not pretend to ask students what they think.
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Pedagogical v non pedagogical questions
Pedagogical questions: directly relating to the set curriculum (subject content)
• usually planned (but not always!) with some logical sequence in mind
Non-pedagogical questions: building relationships and encouraging stronger sense of community
• engaging the learner as a social being • could mean the difference between engagement or
alienation