1.5 Ineffective Question Types

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  Overlaid questions

Often teachers, in the midst of asking their classes a question, find that the question is not specific enough to elicit the desired response. Let the original question ride on its merits and give students a chance to answer it. Example

Complex form: What method shall we use to solve this problem, and which will make our solution elegant? Simpler and righter form: What method shall we use to solve this problem (wait time) Melih? Is it the most efficient way to solve this problem (wait time) Yesim?

  Double (Multiple) questions

A teacher will unknowingly pack two or more questions within its complicated structure. Example

Complex form: What are the rules of operation of exponential numbers, where do come they from, how are they devised, and in what manner do they related? Simpler and righter form: What are the rules of operation in exponential numbers, Asuman?(Wait time) What is the relation among the rules, Filiz? (Wait time)

  Ambiguous questions

This is a question that is so long or complicated that students easily lose track of the main idea by the time it is completed. One that could have a variety of different, yet correct answers. Example

Complex form: How does the law of sines differ from the law of cosines? Many different correct answers to this question could be given. Simpler and righter form: Under what different circumtances are the laws of sines and cosines used (wait time) Mutlu?

Basic rules for avoiding complex, ambiguous, or double questions:

Focus on only one idea

in each question.

State the main idea only once.

Use concrete language.

State the question in as few word as possible.

  Factual Questions

There is certainly nothing wrong with asking a question which has a simple factual response if the question is part of build up of a series of sequential facts neccesary for the solution to the problem under consideration. Otherwise, isolated factual questions do little to stimulate student thinking. Example

What are the Euclid Theorems? What is the value of Pi? Factual questions contribute little to an active learning environment

  Yes-No or Guessing questions

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

Is triangle ABC isoscele? Why would a teacher ask this question if the triangle were, in fact, not isosceles? The question would be more productive when asked as, “What is the type of triangle ABC (wait time) Emel?

  Elliptical Questions

They are such questions which are unclear because the teacher has omitted specifics that offer nothing to the lesson. Use of an elliptical question is simply an unnecessary waste of time. Example

What about these two parallel lines? This elliptical question asks for either nothing or more than most students are prepared to offer. The teacher may wish to say something such as, “Which of the angles can be shown as congruent using these two parallel lines (wait time) Lale?

  Chorus Response Questions

The chorus response often provides little value to the lesson. Teacher usually cannot determine which students are answering incorrectly and which students are not responding at all. The students could miss an important link in a chain of reasoning. Example

What type of quadrilateral is ABCD, class? But an occasional use of this type of question may be acceptable if the response is not crucial to a development and if it is neccesary to involve the entire class.

  Whiplash questions

They are usually not planned by the teacher. They come about when a teacher decides to make a question out of a statement midway through it. Example

We now have AB line segment paralel to CD line segment, because of which theorem? The students focus on the various theorem learned while they listen to the remainder of the question. If the same question is directed in the form of “Which theorem justifies the fact that AB line segment paralel to CD line segment (wait time) Nalan?, this latter form of the question is clearly more efficient than the whiplash format.

  Leading questions

It is one which draws the desired response from the student. This type of question has no reasonable function. Example,

Seven is a factor of 35, isn’t it? The teacher would serve better by either leaving stand as is, or by asking a question such as, “What are the factors of 35 (wait time), Suzan?

  Teacher-centered questions

It is generally desirable to have student consider the teacher as part of the class. But, it is more effective for the teacher to use the first person plural (i.e., we and us). Example,

What must I do next in solving this problem? This question ought to be asked as: “What must we do next in solving this problem (wait time) Jale?”

  Final Thought

Any oral statement or gesture intended to evoke a student's response is considered to be a question. And if it evokes a response that actively engages a student in a learning process, it is an effective question.
Remember, listen to your own words with a critical ear while asking a classroom question! You may be one of your own best critics.