What Were The Main Reasons Why Ophelia Went Mad?
ART OF QUESTIONING * one of the basic skills of good teaching * Erickson: In exercising the craft of good teaching, an educator must reach into the learner's hidden levels of knowing and awareness in order to help the learner reach new levels of thinking * Through the art of thoughtful questioning teachers can extract not only factual information, but aid learners in connecting concepts, making inferences, increasing awareness, encouraging creative and imaginative thought, aiding critical thinking processes, and generally helping learners explore deeper levels of knowing, thinking, and understanding.
USES OF QUESTIONS * stimulate thinking * motivate * diagnose difficulties * discover interests * help organize …show more content…
and evaluate * relate pertinent experiences to the lesson * focus attention to the key points of the lesson * develop new appreciations and attitudes * provide drill and practice * show relationships, such as cause and effect * encourage the application of concepts * encourage peer evaluation
TYPES OF QUESTIONS 1. Open Questions
Characteristics:
1. They ask the respondent to think and reflect. 2. They will give you opinions and feelings. 3. They hand control of the conversation to the respondent.
This makes open questions useful in the following situations: Usage | Example | As follow-on from closed questions, to develop a conversation and open up someone who is rather quiet | What did you do on your holidays?How do you keep focused on your work? | To find out more about a person, their wants, needs, problems…etc. | What's keeping you awake these days?Why is that so important to you? | To get people to realize the extent of their problems (to which, of course, you have the solution). | I wonder what would happen if your customers complained even more?Mr. Ali used to go out late. What happened to him? | To get them feel good about you by asking about their health or otherwise demonstrating human concern about them. | How have you been after your operation?You're looking down. What's up? |
2. Closed questions
Characteristics:
4. They give you facts. 5. They are easy to answer. 6. They are quick to answer. 7. They keep control of the conversation with the questioner.
This makes closed questions useful in the following situations: Usage | Example | Opening question can be used in a conversation, as it makes it easy for the other person to answer, and doesn't force them to reveal too much about themselves. | It's great weather, isn't it?Where do you live?What time is it? | For testing their understanding (asking yes/no questions). This is also a great way to break into a long ramble. | Do you want to move into our apartment? Is it comfortable for your family? | For setting up a desired positive or negative frame of mind in them (asking successive questions with obvious answers either yes or no). | Are you happy with your current supplier?Do they give you all that you need?Would you like to find a better supplier? | For achieving closure of a persuasion (seeking yes to the big question). | If I can deliver this tomorrow, will you sign for it now? |
3. Leading Questions - questions that either includes the answer, point the listeners in the right direction, include some form of encouragement to send them to the right answer.
OTHER TYPES (Erickson) 1. Factual Questions * questions that require pupils to give information or name a phenomenon. * Soliciting reasonably simple, straight forward answers based on obvious facts or awareness. These are usually at the lowest level of cognitive or affective processes and answers are frequently either right or wrong * Example: Name the Shakespeare play about the Prince of Denmark?
2. Convergent Questions * questions that require students to interpret, solve problem or identify components. * Answers to these types of questions are usually within a very finite range of acceptable accuracy (Erickson. H. L, 2007). * Example: On reflecting over the entirety of the play Hamlet, what were the main reasons why Ophelia went mad?
3. Divergent Questions * used to stimulate imaginative and creative thought or investigate cause and affect relationships or provoke deeper thought or extensive investigations. * Erickson. H. L, (2007) said "These questions allow students to explore different avenues and create many different variations and alternative answers or scenarios. * Example: Why is painful love so often intertwined with good literature? What is its never ending appeal to readers? 4. Evaluative Questions * In attempting to answer evaluative questions, students may be combining multiple logical and/or affective thinking process or comparative framework. * Erickson. H. L, 2007) added "These types of questions usually require sophisticated levels of cognitive and / or emotional judgment" * Examples: * What are the similarities and differences between the deaths of Ophelia when compared to that of Juliet? * What are the similarities and differences between Roman gladiatorial games and modern football? 5. Combination Questions - questions that mix together any combination of factual, convergent, divergent or evaluative
questions.
LEVELS OF QUESTIONS 1. Knowledge Level * the skills demonstrated at this level are: 1. Observation and recall of information. 2. Knowledge of dates, events, and places. 3. Knowledge of major ideas. 4. Mastery of subject matter. list | define | tell | describe | identify | show | label | collect | examine | tabulate | quote | name | who | when | where | * Question Cues
* Questions can be used: * * What happened after…? * How many…? * Who was it that…? * Describe what happened at…? * Who spoke to…? * Can you tell me who…? * Find the meaning of…? * What is…? * Which is true or false…? 2. 3. Comprehension Level * The skills demonstrated at this level are: * Interpretation of facts, compare and contrast. * Order, group and infer causes. * Predict consequences. * Understanding information. * Grasping meaning. * Translation knowledge into new context. explain | discuss | compare | extend | interpret | predict | describe | contrast | outline | restate | summarize | distinguish | * Question Cues
* Sample Questions: * * Can you write in your own words…? * Write a brief outline…? * What do you think could have happened next…? * Who do you think…? * What was the main idea? * Who was the main character? * Can you distinguish between…? * Can you provide an example of what you mean by…? * Can you provide a definition for…? 4. 5. Application Level * The skills demonstrated at this level are: * Use information. * Use methods, concepts and theories in new situations. * Solve problems using required skills or knowledge. apply | demonstrate | calculate | complete | illustrate | show | solve | examine | modify | relate | change | classify | * Question Cues
* Sample questions * Do you know another instance where…? * Could this happen in…? * What factors would you change if…? * Can you apply the method used to some experience of your own…? * What question would you ask of…? * From the information given, develop a set of instructions about…? * Would this information be useful if you had a …? 6. Analysis Level * The skills demonstrated at this level are: * Seeing patterns * Organization of part. * Recognition of hidden meanings. * Identification of components. analyze | explain | arrange | select | separate | connect | divide | infer | order | classify | compare | debate | * Question Cues
* Questions can be used: * Which event could not have happened if…? * If…happened, what might the ending have been? * How was this similar to…? * What was the underlying theme of…? * What do you see as other possible outcomes? * Why did…changes occur? * Can you compare your…with that presented in…? * What must have happened when…? * How is …similar to…? * What are some of the problems of…? * Can you distinguish between…? 7. Synthesis Level * The skills demonstrated at this level are: * Generalize from given facts. * Relate knowledge from several areas. * Predict, draw conclusions. * Use old ideas to create new ones. combine | rearrange | create | what if? | rewrite | integrate | substitute | design | compose | prepare | modify | plan | invent | formulate | generalize | * Question Cues
* Questions can be used: * Can you design a …to …? * What is the possible solution to…? * What would happen if…? * If you had access to all resources, how would you deal with…? * How would you devise your own way to…? * How many ways can you…? * Can you create new and unusual uses for…? * Can you develop a proposal which would…? * How would you compose a ... about…? * Can you write a new recipe for a tasty dish? 8. Evaluation Level * The skills demonstrated at this level are: * Assess value of theories * Make choices based on reasoned arguments * Verify value of evidence * Recognize subjectivity * Compare and discriminate between ideas assess | grade | recommend | judge | decide | test | convince | support | rank | measure | select | conclude | * Question Cues
- Questions can be used: * * Is there a better solution to…? * Judge the value of…? * Defend your position about…? * Do you think …is a good or bad thing? Explain. * How would you have handled…? * What changes to … would you recommend? * Do you believe…? * How would you feel if… * How effective are…? * What do you think about…?
CHARACTERISTICS OF A GOOD QUESTION: * brief, clear and unequivocal * not be lifted from the book * suited to the age, experience and ability of the student * deal with only one idea * vary in difficulty * applicable to all students * thought-provoking and challenging * are not self-answering * relevant to the lesson under discussion * in good grammatical form.
THE BAD QUESTION * Asking vague questions.
Example: What did you think of the story that we just read? * Asking trick questions and asking questions that may be too abstract for children of their age.
Example: How can it be 1:00 P.M. in Connecticut but 6:00 P.M.in the United Kingdom at the same moment?
TECHNIQUES OF QUESTIONING: 1. natural and well-modulated voice 2. ask the question first and then wait for the class to think about it before calling 3. sufficient number of questions 4. refrain from repeating questions 5. evenly distributed 6. avoid resorting to any mechanical system of fielding questions
7. ask questions: interesting and thought provoking.
8. own style of questioning
9. increase their repertoire of type of questions
10. Teachers provide cues: * Acknowledging the correct part of the answer and calling attention to the wrong portion * Supplying hints or tips * Immediately asking another question to clarify the former * Redirecting and refocusing
HANDLING STUDENTS’ RESPONSES 1. Reinforce * The teacher should reinforce in a positive way student responses and questions in order to encourage future participation. * Determined by:
a) The correctness of the answer.
b) The number of times a student has responded. 2. Probe * Probes involved in critical analysis of their own and other students' ideas * Different ways:
a) Analyze a student's statement.
b) Make a student aware of underlying assumptions.
c) Justify or evaluate a statement. 3. Refocus * The teacher can refocus to encourage student to tie his/her response to the content being discussed. This technique is also used to shift attention to a new topic. 4. Redirect * One purpose of using this technique is to enable more students to participate. This strategy can also be used to allow a student to correct each other. 5. Rephrase * This technique is used when a student provides an incorrect response or no response. Instead of telling the student he/she is incorrect or calling upon another student, the teacher can try one of these three strategies:
a) The teacher can try to reword the question to make it clearer.
b) The teacher can provide some information to help students come up with the answer.
c) The teacher can break the question down into more manageable parts.
HANDLING STUDENTS’ QUESTIONS 1. Student questions should be welcomed by a teacher. 2. A teacher should not answer a student question right away. 3. Indiscriminate student questions should not be allowed. ENCOURAGING STUDENTS TO ASK QUESTIONS 1. Praise correctly formulated questions. 2. Attend to their questions. 3. Allot an appropriate time slot for open questioning.
USES OF QUESTIONS * stimulate thinking * motivate * diagnose difficulties * discover interests * help organize …show more content…
and evaluate * relate pertinent experiences to the lesson * focus attention to the key points of the lesson * develop new appreciations and attitudes * provide drill and practice * show relationships, such as cause and effect * encourage the application of concepts * encourage peer evaluation
TYPES OF QUESTIONS 1. Open Questions
Characteristics:
1. They ask the respondent to think and reflect. 2. They will give you opinions and feelings. 3. They hand control of the conversation to the respondent.
This makes open questions useful in the following situations: Usage | Example | As follow-on from closed questions, to develop a conversation and open up someone who is rather quiet | What did you do on your holidays?How do you keep focused on your work? | To find out more about a person, their wants, needs, problems…etc. | What's keeping you awake these days?Why is that so important to you? | To get people to realize the extent of their problems (to which, of course, you have the solution). | I wonder what would happen if your customers complained even more?Mr. Ali used to go out late. What happened to him? | To get them feel good about you by asking about their health or otherwise demonstrating human concern about them. | How have you been after your operation?You're looking down. What's up? |
2. Closed questions
Characteristics:
4. They give you facts. 5. They are easy to answer. 6. They are quick to answer. 7. They keep control of the conversation with the questioner.
This makes closed questions useful in the following situations: Usage | Example | Opening question can be used in a conversation, as it makes it easy for the other person to answer, and doesn't force them to reveal too much about themselves. | It's great weather, isn't it?Where do you live?What time is it? | For testing their understanding (asking yes/no questions). This is also a great way to break into a long ramble. | Do you want to move into our apartment? Is it comfortable for your family? | For setting up a desired positive or negative frame of mind in them (asking successive questions with obvious answers either yes or no). | Are you happy with your current supplier?Do they give you all that you need?Would you like to find a better supplier? | For achieving closure of a persuasion (seeking yes to the big question). | If I can deliver this tomorrow, will you sign for it now? |
3. Leading Questions - questions that either includes the answer, point the listeners in the right direction, include some form of encouragement to send them to the right answer.
OTHER TYPES (Erickson) 1. Factual Questions * questions that require pupils to give information or name a phenomenon. * Soliciting reasonably simple, straight forward answers based on obvious facts or awareness. These are usually at the lowest level of cognitive or affective processes and answers are frequently either right or wrong * Example: Name the Shakespeare play about the Prince of Denmark?
2. Convergent Questions * questions that require students to interpret, solve problem or identify components. * Answers to these types of questions are usually within a very finite range of acceptable accuracy (Erickson. H. L, 2007). * Example: On reflecting over the entirety of the play Hamlet, what were the main reasons why Ophelia went mad?
3. Divergent Questions * used to stimulate imaginative and creative thought or investigate cause and affect relationships or provoke deeper thought or extensive investigations. * Erickson. H. L, (2007) said "These questions allow students to explore different avenues and create many different variations and alternative answers or scenarios. * Example: Why is painful love so often intertwined with good literature? What is its never ending appeal to readers? 4. Evaluative Questions * In attempting to answer evaluative questions, students may be combining multiple logical and/or affective thinking process or comparative framework. * Erickson. H. L, 2007) added "These types of questions usually require sophisticated levels of cognitive and / or emotional judgment" * Examples: * What are the similarities and differences between the deaths of Ophelia when compared to that of Juliet? * What are the similarities and differences between Roman gladiatorial games and modern football? 5. Combination Questions - questions that mix together any combination of factual, convergent, divergent or evaluative
questions.
LEVELS OF QUESTIONS 1. Knowledge Level * the skills demonstrated at this level are: 1. Observation and recall of information. 2. Knowledge of dates, events, and places. 3. Knowledge of major ideas. 4. Mastery of subject matter. list | define | tell | describe | identify | show | label | collect | examine | tabulate | quote | name | who | when | where | * Question Cues
* Questions can be used: * * What happened after…? * How many…? * Who was it that…? * Describe what happened at…? * Who spoke to…? * Can you tell me who…? * Find the meaning of…? * What is…? * Which is true or false…? 2. 3. Comprehension Level * The skills demonstrated at this level are: * Interpretation of facts, compare and contrast. * Order, group and infer causes. * Predict consequences. * Understanding information. * Grasping meaning. * Translation knowledge into new context. explain | discuss | compare | extend | interpret | predict | describe | contrast | outline | restate | summarize | distinguish | * Question Cues
* Sample Questions: * * Can you write in your own words…? * Write a brief outline…? * What do you think could have happened next…? * Who do you think…? * What was the main idea? * Who was the main character? * Can you distinguish between…? * Can you provide an example of what you mean by…? * Can you provide a definition for…? 4. 5. Application Level * The skills demonstrated at this level are: * Use information. * Use methods, concepts and theories in new situations. * Solve problems using required skills or knowledge. apply | demonstrate | calculate | complete | illustrate | show | solve | examine | modify | relate | change | classify | * Question Cues
* Sample questions * Do you know another instance where…? * Could this happen in…? * What factors would you change if…? * Can you apply the method used to some experience of your own…? * What question would you ask of…? * From the information given, develop a set of instructions about…? * Would this information be useful if you had a …? 6. Analysis Level * The skills demonstrated at this level are: * Seeing patterns * Organization of part. * Recognition of hidden meanings. * Identification of components. analyze | explain | arrange | select | separate | connect | divide | infer | order | classify | compare | debate | * Question Cues
* Questions can be used: * Which event could not have happened if…? * If…happened, what might the ending have been? * How was this similar to…? * What was the underlying theme of…? * What do you see as other possible outcomes? * Why did…changes occur? * Can you compare your…with that presented in…? * What must have happened when…? * How is …similar to…? * What are some of the problems of…? * Can you distinguish between…? 7. Synthesis Level * The skills demonstrated at this level are: * Generalize from given facts. * Relate knowledge from several areas. * Predict, draw conclusions. * Use old ideas to create new ones. combine | rearrange | create | what if? | rewrite | integrate | substitute | design | compose | prepare | modify | plan | invent | formulate | generalize | * Question Cues
* Questions can be used: * Can you design a …to …? * What is the possible solution to…? * What would happen if…? * If you had access to all resources, how would you deal with…? * How would you devise your own way to…? * How many ways can you…? * Can you create new and unusual uses for…? * Can you develop a proposal which would…? * How would you compose a ... about…? * Can you write a new recipe for a tasty dish? 8. Evaluation Level * The skills demonstrated at this level are: * Assess value of theories * Make choices based on reasoned arguments * Verify value of evidence * Recognize subjectivity * Compare and discriminate between ideas assess | grade | recommend | judge | decide | test | convince | support | rank | measure | select | conclude | * Question Cues
- Questions can be used: * * Is there a better solution to…? * Judge the value of…? * Defend your position about…? * Do you think …is a good or bad thing? Explain. * How would you have handled…? * What changes to … would you recommend? * Do you believe…? * How would you feel if… * How effective are…? * What do you think about…?
CHARACTERISTICS OF A GOOD QUESTION: * brief, clear and unequivocal * not be lifted from the book * suited to the age, experience and ability of the student * deal with only one idea * vary in difficulty * applicable to all students * thought-provoking and challenging * are not self-answering * relevant to the lesson under discussion * in good grammatical form.
THE BAD QUESTION * Asking vague questions.
Example: What did you think of the story that we just read? * Asking trick questions and asking questions that may be too abstract for children of their age.
Example: How can it be 1:00 P.M. in Connecticut but 6:00 P.M.in the United Kingdom at the same moment?
TECHNIQUES OF QUESTIONING: 1. natural and well-modulated voice 2. ask the question first and then wait for the class to think about it before calling 3. sufficient number of questions 4. refrain from repeating questions 5. evenly distributed 6. avoid resorting to any mechanical system of fielding questions
7. ask questions: interesting and thought provoking.
8. own style of questioning
9. increase their repertoire of type of questions
10. Teachers provide cues: * Acknowledging the correct part of the answer and calling attention to the wrong portion * Supplying hints or tips * Immediately asking another question to clarify the former * Redirecting and refocusing
HANDLING STUDENTS’ RESPONSES 1. Reinforce * The teacher should reinforce in a positive way student responses and questions in order to encourage future participation. * Determined by:
a) The correctness of the answer.
b) The number of times a student has responded. 2. Probe * Probes involved in critical analysis of their own and other students' ideas * Different ways:
a) Analyze a student's statement.
b) Make a student aware of underlying assumptions.
c) Justify or evaluate a statement. 3. Refocus * The teacher can refocus to encourage student to tie his/her response to the content being discussed. This technique is also used to shift attention to a new topic. 4. Redirect * One purpose of using this technique is to enable more students to participate. This strategy can also be used to allow a student to correct each other. 5. Rephrase * This technique is used when a student provides an incorrect response or no response. Instead of telling the student he/she is incorrect or calling upon another student, the teacher can try one of these three strategies:
a) The teacher can try to reword the question to make it clearer.
b) The teacher can provide some information to help students come up with the answer.
c) The teacher can break the question down into more manageable parts.
HANDLING STUDENTS’ QUESTIONS 1. Student questions should be welcomed by a teacher. 2. A teacher should not answer a student question right away. 3. Indiscriminate student questions should not be allowed. ENCOURAGING STUDENTS TO ASK QUESTIONS 1. Praise correctly formulated questions. 2. Attend to their questions. 3. Allot an appropriate time slot for open questioning.