These are the survey results from March 12, 2007 ETC Module 5 training on Questioning Strategies
Questioning Strategies: Please list with your group 3-5 ways in which you use questions in the classroom. (Strategies where you ask questions of students? or Strategies where students ask and answer questions themselves?)
Web Quest Essential Questions Are Film Ratings Effective for protecting children? How could they be more effective? Supporting Question How are films rated? Who decides what is appropriate?
The students often have to explain how their results of a lab they completed. They have to compare how their results differ from other groups. They have to really evaluate the earth and how they can change it. Make them really questions what would happen to their earth if humans help it or hurt it.
We use quesitons in the classroom to understand how much knowledge the students have aquired.
We use questions to evaluate reading comprehension. The class is divided into groups and given 6 cards with question words and 6 cards with verbs. Then they take turns forming questions about the reading and answering them. Teacher questioning strategy: Instead of fielding a question and watching the group wait for the 1 or 2 who always know the answer, the teacher fields a question then has the students talk about the answer with a partner. After that, students share their responses with the whole group.
I give students questions in groups of 3, and they have to use inquiry methods to obtain answers. Students question as they are reading. They have to write "thick" questions (questions that have multiple answers and possibilities) and share them with groups and conduct their own discussions.
Where can you find information about sharks? ????
Language Arts to get information-vocabulary, knowledge of grammar to check student comprehension to check student repsonses
1- to determine understanding 2- to stimulate thinking 3- raise curiosity 4- Encourage students to ask questions to understand how to solve problems
1. Use questions to discover and connect background knowledge. 2. Discover misconceptions. 3. Connect to bigger concepts--expand what they know, to create their own questions. 4. Stimulate thought about a problem.
I use the questions at the end of the chapter. I use walk-a-ways. I use a matching questioning game where the students develope their own questions from the book.
don't ask "ask" How would you..... Should you...... where would you...... describe a way that you would.....
to access background knowledge to engage students in brainstorming activities to determine what student's have learned
1. During lectures, I constantly question students on previous knowledge and predicting the future. 2. I pose technology project questions to my students (mostly constructivist). These result in publisher projects or power point projects, etc. 3. My students have to respond to historical, analytical essay questions on a regular basis.