1.4 Classroom Questioning Features to Develop

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  Direct and Simple Language

The student focus on a question should be on its content, not on the language used in its delivery.That is, if the language is such that it distracts students from the content, either too complex or too humorous, the potential effectiveness of a question may be lost.

  Definite and clear meaning

If a question lends itself to various interpretations, students may be reluctant to respond. To maximize the number of volunteer respondents, ambiguities should be avoided.

  Logical Sequence

Questioning should develop a train of thought in a logical sequence.

Extending		A string of questions of the same type and on the same topic
Extending and Lifting		Initial questions request examples and instances of the same type, followed by a leap to a different type of questions.
Funeling		Begins with open question and proceeds to narrow down simple deductions and recall or reasons and problem solving
Sowing and reaping		Problem posed, open questions asked, followed by more specific questions and restatement of initial problem.
Step-by-step-up		A sequence of questions moving systemetically from recall to problem solving, evaluation or open ended.
Step-by-step-down		Begins with evaluation questions and moves systematically through problem solving towards direct recall
Noise-dive		Begin with evaluation and problem solving and then moves straight to simple recall

Most basic question sequence involves

structuring (to clear the topic boundary and sections) ,

soliciting (to reveal new information to extend or build on the assumption or responses), and

reacting (to redirect or restructure the student’s response in a more productive direction.

For example

Teacher: How can we identify our location on the globe?(Structuring) Student: By using the grid system Teacher: What do we call the grid system? (Structuring) Student: Latitude and longitude. Teacher: Good, what does longitude mean? (Soliciting) Student: Is it grid line on the globe that ....go up and down. Teacher: Wouldn’t that mean the point of origin would always be changing according to where it happened to be midnight? (redirect)

  Questions keyed to Class Ability

The level of ability of a class should determine the language and complexity of the classroom questions used. By asking questions properly suited for the intended audiences, communication with classes at all levels will be improved

  Questions Stimulating Effort

Questions should arouse an effort. Good classroom questioning should create a moderately challenging atmosphere throughout the lesson.

  Maintaining Student Interest

Classroom questioning should hold student interest throughout the lesson. A few important points should be included regularly. Every effort should be made to call on as many different students throughout a lesson as possible. Try to avoid predictability in your calling on students. Mix calling on non-volunteers with calling on volunteers. This will keep everyone attentive.

  Avoiding Repetition

The teacher’s question should generally not be repeated. Variety can be provided by having a student repeat a question when it was not heard by some students. Habitually repeating a question can make the class inattentive.

  Avoiding Repetition of Student Answers

If students can rely on the teacher to repeat most of the important student responses to teacher questions, they may eventually not even listen to their classmates. This would inhibit active student interaction.

  Calling On The Students

Another way to generate constant student attention is to call on a particular student for a response after a pause at the end of a question. Each student will be attentive just in case he or she is the one selected by the teacher to respond.

  Wait-Time After Asking a Question

Allowing students sufficient time to think about a teacher-posed question is very important aspect of classroom questioning.
The amount of time a teacher gives a learner to respond a question when first asked (Wait-Time 1)

Example: Teacher: According to our last discussion about the product of the exponential numbers, can you solve this equation on the board? (Wait-Time 1) Student: I remember....

The interval of time after a learner’s first response until the teacher or other students affirm or negate the answer and the teacher then moves on (Wait-Time 2).

Example: Student: I remember. It can be solved by gathering the same type of variables to the same side of the equation. I’ m not sure what to do when the base is different (Wait-Time 2). Teacher or Student: Yes, you should try first to make the base same. If not, it can be solved by the logarithm method.

Effects of wait time on learner responses

Learners give longer answers to questions,

Learners volunteer more responses,

There are fewer unanswered questions,

Learners are more certain of their answers,

Learners are more willing to give speculative answers,

The frequency of learner questions increases.

  Variety in Questioning

Variety can refer to the types of questions asked, to the manner in which questions are asked, to the ways students (with volunteers and non-volunteers) are called on to respond to questions, and the procedure by which responses are handled.

Variety reduces predictability, which in turn ought to promote continuous stimulation.