Content: eliciting factual and interpretive responses
Process: 5 ways in which questions can be specifically designed to accomplish a change in discussion process
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The following outline was developed from Hoover. Click [References] to view sources.
Research on classroom discourse suggests that teachers are not, in general, any more skilled at asking questions than their students or people in general. What are we going to do about that?
I. Three Dimensional Questioning
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Content: eliciting factual and interpretive responses |
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Process: 5 ways in which questions can be specifically designed to accomplish a change in discussion process |
- create a break, a transition, or to restart
- include qualifying instruction
- indicate level of abstraction required in answer
- reference to other students’ comments and questions
- elicit a summary or provide closure
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Persons |
- personalized versus personal questions
II. Functions of Questions
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Critical Thinking |
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Centering |
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Expansion |
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Distribution |
III. Properties of Questions
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Recall |
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Comprehension |
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Analysis |
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Evaluation |
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Problem |
IV. Enhancing the Quality of Student Answers to Questions
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Probing |
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Clarification |
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Delayed answer techniques |
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Calling on non-volunteers |
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Redirection |
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Sequencing questions from specific to general and from simple to complex |
V. Degrading the Quality of Student Answers to Questions
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Repeating questions before people have time to reply |
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Answer own questions |
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Repeating students answer (too much, inappropriately) |
VI. Some Important Questions for Us to Consider
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Is the Socratic method appropriate for your classroom |
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What are the characteristics of appropriately phrased questions? |
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How might you prepare students to answer questions? |