Questioning
Questioning involves engaging in learning dialogues of the text with others and self.
1. Bloom's Taxonomy
As educators, it can be easy in a classroom setting to fall into the trap of lower level thinking questions that only address basic knowledge, comprehension and application abilities. This document on Bloom's Taxonomy provides stems at each level of questioning, as well as key words that might be used when accessing deeper level thinking questions. By accessing analysis, synthesis and evaluation levels of questioning, you allow students to critically think about a text. You might want to model how to self-regulate these levels of questions with students by providing a chart, or example that they can refer back to. Using these levels of questions can also lead to a deep and enriching discussion about the text. Don't be afraid to ask students about what questions they have about the text, about a word, or about a concept - this can often lead to conversations that become part of a deeper level of thinking.
2. Reinforcement and Probing
After a question has been asked and a student has given an answer, an educator should use positive reinforcement to encourage future participation. This may take form verbally or nonverbally. If a students answers a question or prompt, but is vague, superficial, or incorrect an educator can probe for further information. Probes enable students to become more involved and engaged in critical analysis of the question or idea presented. You might use phrases like, "What do you mean by that?" or "Can you expand or clarify a little further?" or "Is there an example you could give?" After a probing for more information, thank the student for their insight and input.
3. Responding to Questions: Educator, Student, and Self
If a student asks a question, there are a few approaches you might take. As an educator, you might take the time to answer the question yourself - modeling thought process and critical thinking skills. If you desire more student-to-student interaction, you might direct the question towards the class. "That is a great question! What does the class think about this?" or "Can someone in the class answer this question?" This lessens the reliance students have on the educator and shifts the classroom into a new paradigm approach to learning. An alternative approach that allows the educator to be a facilitator of learning rather than a dictator of learning is by asking the student who posed the question to formulate an answer. "That is a good question! What are your thoughts on it?" From this point, if the student does not provide an answer or some insight, you may adjust your approach and ask other students, or answer the question yourself.
As educators, it can be easy in a classroom setting to fall into the trap of lower level thinking questions that only address basic knowledge, comprehension and application abilities. This document on Bloom's Taxonomy provides stems at each level of questioning, as well as key words that might be used when accessing deeper level thinking questions. By accessing analysis, synthesis and evaluation levels of questioning, you allow students to critically think about a text. You might want to model how to self-regulate these levels of questions with students by providing a chart, or example that they can refer back to. Using these levels of questions can also lead to a deep and enriching discussion about the text. Don't be afraid to ask students about what questions they have about the text, about a word, or about a concept - this can often lead to conversations that become part of a deeper level of thinking.
2. Reinforcement and Probing
After a question has been asked and a student has given an answer, an educator should use positive reinforcement to encourage future participation. This may take form verbally or nonverbally. If a students answers a question or prompt, but is vague, superficial, or incorrect an educator can probe for further information. Probes enable students to become more involved and engaged in critical analysis of the question or idea presented. You might use phrases like, "What do you mean by that?" or "Can you expand or clarify a little further?" or "Is there an example you could give?" After a probing for more information, thank the student for their insight and input.
3. Responding to Questions: Educator, Student, and Self
If a student asks a question, there are a few approaches you might take. As an educator, you might take the time to answer the question yourself - modeling thought process and critical thinking skills. If you desire more student-to-student interaction, you might direct the question towards the class. "That is a great question! What does the class think about this?" or "Can someone in the class answer this question?" This lessens the reliance students have on the educator and shifts the classroom into a new paradigm approach to learning. An alternative approach that allows the educator to be a facilitator of learning rather than a dictator of learning is by asking the student who posed the question to formulate an answer. "That is a good question! What are your thoughts on it?" From this point, if the student does not provide an answer or some insight, you may adjust your approach and ask other students, or answer the question yourself.