| The art of
questioning underlies any learning process, be it
student-teacher, parent-child, student-student,
or students teaching themselves. |
| Questions that
are adjusted to match a learner's readiness,
interest, or learning profile will target each
student so that the teacher's goal is met. |
| |
| Adjusting
Questions |
| Questions
are adjusted to the thinking levels of
the students |
| Key,
or "trigger" words from Bloom's
taxonomy may be used |
| Closed
ended questions check student knowledge |
| Open
ended questions check student
understanding and can form the basis for
discussion |
|
|
| |
| Higher
and Lower Level Questions (based on Bloom's
Taxonomy) |
Usually
questions at the lower levels are
appropriate for:
- evaluating
students' preparation and
comprehension.
- diagnosing
students' strengths and
weaknesses.
- reviewing and/or
summarizing content.
|
Questions
at higher levels of the taxonomy are
usually most appropriate for:
- encouraging
students to think more deeply and
critically.
- problem
solving.
- encouraging
discussions.
- stimulating
students to seek information on
their own.
|
from The Instructional
Development Center for Teaching
Excellence
|
|
| Question Frames can be used by teachers in the
classroom to apply this skill easily at all
levels. |
| Seventy-five
bookmarks for
students to use. Each bookmark has a set of
questions that reflect good questioning
strategies and range from character to plot to
illustrations and beyond. Excellent for
independent reading or for Think-Pair-Share
activites. They open as PDF to print out for
classroom or home use. |
| Levels and
types of questions
from the Instructional Development Center for
Teaching Excellence |
