EDUC 4454 CLASS 13

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EDUC 4454 CLASS 13

• Communication Questioning

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EDUC 4454 Communication Questioning
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EDUC 4454 Agenda for Communication
Questioning

• The Art of Questioning
• Video Clip
• Stage 2 Presenting the Question
• Stage 3 Prompting Student Responses
• Blooms Taxonomy

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EDUC 4454 Communication The Art of
Questioning

• To be an effective questioner you will have to
  develop
• The patience to wait for answers to be
  formulated.
• The skill of listening so that you will know how
  to respond.
• The finesse to send the ball back in such a way
  that learning is perceived by your students as a
  dialogue in which everyones thoughts, feelings
  and actions are important elements for collective
  and individual understanding (p. 7 Morgan
  Saxton, 1994).

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EDUC 4454 Communication The Art of
Questioning

• Stage One Prepare the Question
• Identify instructional purpose (recitation/discuss
  ion)
• Determine content focus
• Select the cognitive level (Blooms Taxonomy)
• Consider wording and syntax

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EDUC 4454 Communication The Art of
Questioning

• Stage Two Present the Question
• Indicate response format
• Ask the question
• Select respondent
• Which techniques are more effective?

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EDUC 4454 Communication The Art of
Questioning

• Stage Three Prompt Student Responses
• Pause after asking question (Wait time 1)
• Assist non-respondent
• Pause following student response (Wait time 2)
• How to get students to participate?

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EDUC 4454 Communication The Art of
Questioning

• How do students benefit when teachers pause a few
  seconds after asking a question?
• Do high achieving students get a disproportionate
  amount of air time in classrooms?

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EDUC 4454 Communication The Art of
Questioning

• Wait Time
• Builds trust in the relationship between student
  and teacher
• Gives time for student to look at the question
  from many angles
• Frees them to provide answers of substance

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EDUC 4454 Communication The Art of
Questioning

• If heads together provides opportunity to
  rehearse
• Encourages them to respond by speaking what is on
  their minds
• Suggests that they share responsibility for their
  learning

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EDUC 4454 Communication The Art of
Questioning

• Wait Time
• Should result in
• Longer student answers
• More student volunteer answers
• More questions being asked by students
• Class is more interesting

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EDUC 4454 Communication Discussion

• Role of teacher in leading discussion
• Be explicit about what you expect
• All opinions are valued
• Provide cues and prompts without providing
  answers
• Simplify and rephrase questions
• Develop tolerance for dead air (wait time)
• Some need more time to make connections

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EDUC 4454 Communication Blooms Taxonomy
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EDUC 4454 Communication Blooms Taxonomy

• Although originally envisioned as a hierarchy,
  most educators have found that the categories can
  be successfully taught in any order.

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EDUC 4454 Communication Blooms Taxonomy

• Knowledge
• Simple recall of previously learned material
• Remember as it was learned
• Expectation
• List four characteristics of mammals.
• Question
• What were the names of each of the three little
  pigs?

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EDUC 4454 Communication Blooms Taxonomy

• Comprehension
• Ability to grasp the meaning of materials
• Demonstrates sufficient understanding to organize
  and arrange material mentally
• Expectation
• Explain the main idea of the story.
• Question
• What happened to each of the three little pigs?

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EDUC 4454 Communication Blooms Taxonomy

• Application
• Use of learned information in new and concrete
  situations
• Able to apply information (previously learned) to
  reach an answer
• Expectation
• Use the scientific process to conduct an
  experiment.
• Question
• What materials would you use to construct a
  model of each pigs house based on the pictures
  from the book?

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EDUC 4454 Communication Blooms Taxonomy

• Analysis
• To think critically and in depth
• To look for motives, assumptions and
  relationships, such as cause and effect,
  similarities and differences
• Expectation
• Compare two stories (content, form).
• Question
• Why do you think the one pig built a house
  of sticks rather than a house of bricks?

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EDUC 4454 Communication Blooms Taxonomy

• Synthesis
• To perform original and creative thinking to
  produce original communication
• Use creative thinking as they combine elements in
  new ways
• Expectation
• Devise a different way to solve a problem.
• Question
• How would you design a safe house in which
  all the pigs could live?

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EDUC 4454 Communication Blooms Taxonomy

• Evaluation
• Use some criteria (personal or objective) to
  judge the merit of an idea, the value of a
  material, a solution to a problem
• To give an opinion on an issue using some
  criteria or standard
• Expectation
• Assess the role of the minor characters based on
  the criteria developed in the lesson.
• Question
• Was it right for the police to put the wolf
  in jail? Why or why not?

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EDUC 4454 Communication Blooms Taxonomy

• Label each expectation according to Blooms
  Taxonomy.
• Choose any fairy tale, other than the Three Pigs,
  and write one question at each level of Blooms
  Taxonomy.

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EDUC 4454 Communication Presentation

• REMINDER Nov. 5th 930-1020
• Weaver Auditorium
• Community Communication in Schools
• Principal/Teacher/Parent