Characteristics of a good question

1
Characteristics of a good question
Students learn by the asking and answering
questions to ourselves.

• A good question is a demonstration of genuine
  curiosity.
• A good question has logic, related in some way to
  the teachers focus and the students experience.
• In a good question the words are ordered in such
  a way that the thinking is clarified, both for
  the students and the teacher.
• In a good question the intent must be supported
  by intonation and non-verbal signals. The pace
  of the question should match the intent.
• A good question challenges existing thinking and
  reflection.
• A good question is seen as part of an ongoing
  dialogue which involves relationships between the
  speakers.
• A good question can challenge and surprise but it
  should not be seen as a weapon by which to
  diminish others.
• A good question maintains student engagement,
  stimulates thoughts and evokes feelings.

2
Blooms Taxonomy

• Blooms Taxonomy of Cognitive Expectations
  Questions for Quality Thinking

Was it right for the police to put the wolf in
jail? Explain why or why not?
What happened to each of the three little pigs?
Judging the value, materials and methods
Applying standards and criteria
Why do you think the one pig built a house of
sticks rather than a house of bricks?
Putting together parts to form a whole
Breaking it down into elements
What were the names of each of the three little
pigs?
Using in new situations
Understanding the material itself
Construct a model of each Pigs house based on
the pictures from the book.
Recall of specifics
Design a safe house in which all the pigs could
live.
3
The Importance of Questions

• If questions are simple, so is thinking.
• Why dont a lot of teachers use Blooms Taxonomy?
• True questions vs. Review questions
• Importance of verbs indicate depth of the
  question

• http//www.nipissingu.ca/education/jennifeb/educjb
  /
• Under Resouces Classwork Cognitive Verbs

4
Teacher Questions

• controlled by the content and the teachers
  estimate as to whether or not a particular
  student will be able to handle the question
  successfully
• Avoid yes/no questions
• Use a signal for mass/whole class responses
• Put the student name at the end of a question
• Use five (5) second Wait Time
• Decide on how you will respond to the student
  answer Praise/Acceptance/Probes

What are Probes and Wait Time?
5
Consolidation of Learning How long is wait time one and two? What level of Blooms Taxonomy is the above question? Why is it important to wait? What level of Blooms Taxonomy is the above question?
Application / Reaction Write a mnemonic for remembering the levels in Blooms Taxonomy. What level of Blooms Taxonomy is the above question?