Question TypesDo you know what kind of questions you ask most frequently? Research on the questions teachers ask shows that about 60 percent require only recall of facts, 20 percent require students to think, and 20 percent are procedural in nature. Show
The major types of questions fall into four categories:
(Source: P. E. Blosser. (1975). How to Ask the Right Questions. National Science Teachers Association) Following is a list of question types you can use to analyze your questioning strategies and develop a variety of questions to help students think. I. Probing QuestionsSeries of questions which require students to go beyond the first response. Subsequent teacher questions are formed on the basis of the student's response. Types:
Ex: "What, exactly do you mean?" "Will you please rephrase your statement?" "Could you elaborate on that point?" "What did you mean by the term. . .?"
Ex: "What are you assuming?" "What are your reasons for thinking that is so?" "Is that all there is to it?" "How many questions are we trying to answer here?" "How would an opponent of this point of view respond?"
Ex: "If this is true, what are the implications for . . . ?" "How does John's answer relate to . . . ?" "Can you relate this to . . . ?" "Lets analyze that answer."
Ex: Teacher: "John, what's the square root of 94?" John: "I don't know." Teacher: "Well, what's the square root of 100?" John: "Ten." Teacher: "And the square root of 81?" John: "Nine." Teacher: "Then what do we know about the square root of 94?" John: "It's between nine and ten."
Ex: Teacher: "What is the theme of Hemmingway's 'Old Man and the Sea'?" Sam: "It's about an old man's courage in catching a fish." Teacher: "Mary, do you agree?" or: "Mary, do you think it's that simple?" or: "Mary, can you elaborate on Sam's answer?" II. Factual QuestionsQuestions which require the student to recall specific information s(he) has previously learned. Often these use who, what, when, where, etc. Types:
Ex. "Who was the leader of the Free French forces during W.W.II?" "Who is the main character in Margaret Mitchell's novel, Gone With The Wind?" "During which century did Shakespeare live?" "What is the Spanish verb meaning to run?"
Ex. "What are the steps a bill goes through before it becomes a law?" "How were the American and French forces able to bottle up Cornwall and the British at Yorktown?" "How did Robinson Crusoe react when he discovered footprints in the sand?" "What is the commercial method for producing hydrochloric acid?" III. Divergent QuestionsQuestions with no right or wrong answers, but which encourage exploration of possibilities. Requires both concrete and abstract thinking to arrive at an appropriate response Ex. "What might happen if Congress passes a law preventing the manufacture and sale of cigarettes in the United States?" "How would the story have been different if John had been a tall, strong boy instead of disabled?" "If you were stuck on a desert island and the only tool you had was a screwdriver, what use might you make of it?" "In what ways would history have been changed had the Spanish Armada defeated the English in 1588?" IV. Higher Order QuestionsQuestions which require students to figure out answers rather than remember them. Requires generalizations related to facts in meaningful patterns. Types:
Ex: "Which of the two books do you believe contributed most to an understanding of the Victorian era? Why?" "Assuming equal resources, who would you rate as the most skillful general, Robert E. Lee or Ulysses S. Grant? Why?
Inductive: Discovery of a general principle from a collection of specific facts. Deductive: Logical operation in which the worth of a generalization is tested with specific issues. Ex: "We have examined the qualities these world leaders have in common. What might we conclude, in general, about qualities necessary for leadership? Why?" (Inductive) "If the temperature of the gas remains the same, but gas is taken to an altitude of 4000 feet higher, what happens to the pressure of the gas? Why?" (Deductive)
Ex: "Is a mussel the same thing as a clam?" "What similarities and differences exist between Lincoln's Gettysburg Address and Pericles' Funeral Oration?" "What is the connection between Social Darwinism and the Supreme Court actions of the late nineteenth century?"
Concept = Classification of events/objects that have common characteristics. Principle = A relationship between two or more concepts. Ex: "How was Gresham's Law demonstrated in the Weimer Republic of Germany?" "Can you think of an example to fit this definition?"
Ex: "Suppose you grow up with the idea that dogs were bad. Out of the many dogs you came into contact with, none bit you when you were quite young. How would you react towards dogs now? Would the type, size, etc., of the dog make any difference as to how you react? Explain the notion of prejudices using this example." V. Affective QuestionsQuestions which elicit expressions of attitude, values, or feelings of the student. Ex: "How do you feel about that?" "Is that important to you?" "Would you like to . . . ?" VI. Structuring QuestionsQuestions related to the setting in which learning is occurring. Ex: "Are there any questions? "Any further comments?" "Is the assignment clear?" "Would you repeat that?" "Are we ready to continue?" What is the name of the theory through which schools reinforce and maintain class differences quizlet?standards of behavior deemed proper by society and taught subtly in schools. What is the name of the theory through which schools reinforce and maintain class differences? hidden curriculum.
What is the educational theory?'Educational theory' is an overarching term that describes a collection of theories that explain the application, interpretation, and purpose of learning and education. 1. Theoretical concepts help to explain the learning process and have the potential to inform educational approaches, curricula, and assessments.
Which theory of education focuses on the ways in which education maintains the status quo?Where functionalists see education as serving a beneficial role, conflict theorists view it more negatively. To them, educational systems preserve the status quo and push people of lower status into obedience.
Which theory of education focuses on education as a means of widening the gap in social inequality?Conflict theorists view education as a means of widening the gap in social inequality.
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