Questioning

Questioning•“Toquestionwellistoteachwell.Intheskillfuluseofthequestionmorethananythingelseliesthefineartofteaching;forinitwehavetheguidetoclearandvividideas,thequickspurtoimagination,thestimulustothought,theincentivetoaction.”CharlesDegarmo(1911)LeadinTaskinstruction2a.Listenandcheck()thequestionsyouhear.QuestionsAnswers1.__DoesanyonelearnEnglishbywatchingvideos?______2.__DoyouhaveconversationswithfriendsinEnglish?______3.__Whataboutlisteningtotapes?______4.__Whataboutreadingaloudtopracticepronunciation?______5.__Haveyoueverstudiedwithagroup?______DiscussionIsAmyhappyorunhappy?Canyouguesswhy?HowcanIstudyforatest?Checkcomprehension2.Strategiesforteachers’questioning•“Toconceiveaneducativequestionrequiresthought;Toformulateitrequireslabour;Toposeit,tact.Noneofthisismysteriousandallofitiswithinourreach.”J.T.Dillon(1983)closedquestionopenquestion•Eg.1.Isthecataheorshe?2.Whatisthefunnyguyupto?3.Whatwillyoudoifyoufindastrangemansneakintoyourroom?Practice:ThinkofanysituationwhereCQ/OQismoreappropriate.•Displayquestionvs.referentialquestion•YoudidnotturnupintheEnglishclass.WheredidyougolastMonday?•Howmanyboysarethereinourclass?Practice:Askquestionsbasedonthefollowingteachingmaterial.•WHOAMIOvertimeIhavebeenchangedquitealot.IbeganasacalculatingmachineinFrancein1642.AlthoughIwasyoungIcouldsimplifydifficultsums.IdevelopedveryslowlyandittooknearlytwohundredyearsbeforeIwasbuiltasananalyticalmachinebyCharlesBabbage.AfterIwasprogrammedbyanoperatorwhousedcardswithholes,Icouldthinklogicallyandproduceananswerquickerthananyperson.Atthattimeitwasconsideredatechnologicalrevolutionandthestartofmyartificialintelligence.In1936myrealfather,AlanTuring,wroteabookabouthowIcouldbemadetoworkasauniversalmachinetosolveanydifficultmathematicalproblem.Fromthenon,Igrewrapidlybothinsizeandinbrainpower.Bythe1940sIhadgrownaslargeasaroom,andIwonderedifIwouldgrowanylarger.However,thisrealityalsoworriedmydesigners.Astimewentby,Iwasmadesmaller.FirstasaPC(personalcomputer)andthenasalaptop,Ihavebeenusedinofficesandhomessincethe1970s.ClosedquestionOpenquestionKnowledgeWhendidthefirstcalculatingmachineappear?ComprehensionApplicationAnalysisEvaluateCreateFeaturesofgoodquestionsAgoodquestionshallbeshortThoughtprovokingunambiguousRelevantRelatedtotheobjectivesClearlystatedStraightforwardComprehensiveCommonvocabularyProperlydirected•Frequency:•Equitabledistribution:•Prompting•Repetition•WaittimeFrequency•“Quantityexperienceisnotthesameasqualityexperience;themorequestionsyouaskdoesnotmakeyouabetterquestioner;itonlyhelpsyouaskmorequestionsinashortertime.”Morgan&Saxton(2006)Equitabledistributionbutnooptout•Callonastudentforananswer.•Ifhe/shecannotgettheanswer,callonanotherstudent.Thengobacktothefirststudentandaskthesamequestion,•Ifhe/shegetsacorrectanswer,callonseveralstudents.Prompting•Extendingquestions•Narrowing-downquestions100%correct•Forcethestudentstogiveyoutheentirecorrectanswerusingsimplypositivelanguage.•Showsstudentsyouappreciatewhattheyhavedone,butextendthemtogivethefullcorrectanswer.•Almost•Canyouaddtothat?•Good,canyougivemealittlemore?•Cansomeonehelp?•Whenstudentshearcorrect,right,yes,theywillstopstriving.RepetitionWaittime•“Teachersoftendonotrealize,orcannotaccept,thatagoodquestiongeneratesasilencefilledwiththoughtwhichleadstotalk.”Morgan&Saxton(2006)•“Ifwetaketheassemblyoflanguageseriously,asweshould,donotexpectinstantanswers.Developingaplantakestime—afewsecondsattheveryleastandprobablyseveralminutesinmanycases.Butitisworththetime.Goodquestionstaketime,andsodogoodanswers.”JamesE.Zull(2002)Somecallitlaziness.Icallitdeepthought.GarfieldCaseanalysis•“Noonecanteach,ifbyteachingwemeanthetransmissionofknowledge,inanymechanicalfashion,fromonepersontoanother.Themostthatcanbedoneisthatonepersonwhoismoreknowledgeablethananothercan,byaskingaseriesofquestions,stimulatetheothertothink,andsocausehimtolearnforhimself.”Socrates,5thcenturyBC1)Knowledgeconstruction•“…answersestablishanedificeoffacts;butquestions…maketheframeinwhich(the)pictureoffactsisplotted.Theymakemorethantheframe,;theygivetheangleofperspective,thepalette,thestyleinwhichthepictureisdrawn…”SuzanneLanger(1993)•“Askingaquestionisthesimplestwayoffocusingthinking…askingtherightquestionmaybethemostimportantpartofthinking.”EdwarddeBono(1994)2)Stimulatinglearninginitiative•WhatattractsmyattentionasIobserveandwhatIfindmyselfrecordingisinformationtohelpmeanswerquestionsthatImaynotyethaveconsciouslyasked.”GlendaBissex(1999)•“Curiosityishardlyeveridle.Whatwewanttoknow,wewanttoknowforareason.Thereasonisthatthereisahole,agap,anemptyspaceinourunderstandingofthings,ourmentalmodeloftheworld.Wefeelthatgaplikeaholeinatoothandwanttofillitup.ItmakesusaskHow?When?Why?…Whenthegapinourunderstandingisfilled,wefeelpleasure,satisfaction,relief…thenewpiecefitsinthegaplikeamissingpieceinajigsawpuzzle.Onceinplace,itisheldin,itcan’tfallout.”JohnHolt(1982)•“Questionsbreedactionsthatleadtofurtherquestions,andthese,inturn,totheboldnessoffurtherinquiringacts…thelivinghistoryofmanisthestoryofthequestionshehasenactedratherthant