effective questioning g3.pptx
TRANSCRIPT
-
7/27/2019 Effective Questioning g3.Pptx
1/44
EFFECTIVEQUESTIONINGGROUP 3
-
7/27/2019 Effective Questioning g3.Pptx
2/44
CONTENT
Effective Questioning
5xWs
Tools For Questioning
The six Thinking Hats
SCAMPERBlooms Taxonomy
-
7/27/2019 Effective Questioning g3.Pptx
3/44
EFFECTIVE QUESTIONING
Asking question is natural andintuitive.
Asking questions forms part of anylesson because it invites the student to
think, to invite silent agreement orbegin the organisation of ideas topresent a response.
-
7/27/2019 Effective Questioning g3.Pptx
4/44
HOW & WHY DO WE USE QUESTIONS IN
THE CLASSROOM?
Maintain the flow of the learning within the lesson
Engage students with the learning
Assess what has been learned
Check that what has been learnt is understood and canbe used
Test student memory and comprehension
-
7/27/2019 Effective Questioning g3.Pptx
5/44
Seek the views and opinions of pupils
Provide an opportunity for pupils to share their
opinions/views and seek responses from their peers
Encourage creative thought and imaginative or
innovative thinking.
Challenge the level of thinking and possibly mark a
change to a hingher order of thinking
-
7/27/2019 Effective Questioning g3.Pptx
6/44
-
7/27/2019 Effective Questioning g3.Pptx
7/44
EXAMPLE
Strategy/approach
Thinking time
Consciouslywaiting for apupil or class tothink through ananswer
Eg: 15 30 secs
Process
Provide time
between settingthe question andrequiring ananswer.
Sometimesalerting pupils to
the approachand the timeavailable todevelop ananswer
Gains & benefits
Prompts depth
of thought andincreases levelsof challenge.
Ensure all pupilshave a view oropinion to share
before ananswer issought.
-
7/27/2019 Effective Questioning g3.Pptx
8/44
H
-
7/27/2019 Effective Questioning g3.Pptx
9/44
-
7/27/2019 Effective Questioning g3.Pptx
10/44
PPPB
A strategy
for structuring questioning in the classroom, to
ensure thinking time, selection of students to
answer and collaborative sharing of ideas and
response
-
7/27/2019 Effective Questioning g3.Pptx
11/44
P POSE
P
PAUSE
PPOUNCE
BBOUNCE
PPPB
-
7/27/2019 Effective Questioning g3.Pptx
12/44
-
7/27/2019 Effective Questioning g3.Pptx
13/44
D DESCRIBE Describe what you see, experience and can measure
EEXPLAIN Explain what you know or understand, what you
experienced or think happened
AANALYSE Analyze the information or evidence to draw conclusions
or determine what you believe is happened and why.
LLINK Link with previous knowledge or make connections with
other phenomenon or outcomes where these connections
bring further conclusions or lead to hypothesis.
DEAL
-
7/27/2019 Effective Questioning g3.Pptx
14/44
SATIP
A strategy for beginning toengage with Reading any text.
This develops in the reader,
further questions in order that they
form a sense of meaning of the text,
to develop understanding .
-
7/27/2019 Effective Questioning g3.Pptx
15/44
SSENSE or meaning-what is it about?
AAUDIENCE Or tone- who is it intended for?
T TECHNIQUES What are the techniques that have been used- what istheir effect?
IINTENTIONS What was the writers purpose?
PPERSONAL
OPINIONSWhat is your reaction- what do you start to conclude?
SATIP
-
7/27/2019 Effective Questioning g3.Pptx
16/44
C CONTENT Analyze and Describe the content
PPROCESS Analyze and Describe the process
FFORM Analyze and Describe the use of the artistic, formal
element or elements that make up that artform.
MMOOD/
EMOTIONAnalyze and Describe the Mood
C P F M
-
7/27/2019 Effective Questioning g3.Pptx
17/44
-
7/27/2019 Effective Questioning g3.Pptx
18/44
THE SIX THINKING HATSBY
EDWARD DE BONO
REPRESENT 6 MODES OF THINKING AND ARE
DIRECTIONS TO THINK RATHER THAN LABELS OF
THINKING.
PROMOTES FULLER INPUT FROM MORE PEOPLE IN
WHICH EVERYONE IS ABLE TO CONTRIBUTE TO THE
EXPLORATION
SIMPLE AND EFFECTIVE PARALLEL THINKING
PROCESS-TO HELPS PEOPLE BE MORE
PRODUCTIVE,FOCUSED AND MINDFULLY INVOLVED.
-
7/27/2019 Effective Questioning g3.Pptx
19/44
TYPES OF HAT
THE WHITE HAT
Calls for information known or needed. This
covers facts, figures, information needs and gaps.
THE YELLOW HAT
Symbolizes brightness and optimism, benefits, value
sensitivity. This is the logical positive. It can be used
in looking forward to the results of some proposed
action, but also can used to find something of value
in what has already happened.
-
7/27/2019 Effective Questioning g3.Pptx
20/44
TYPES OF HAT
THE BLACK HAT
The black hat is judgement- why something may notwork, risk assessment, caution. It is the mostuseful. Used to point out why a suggestion does
not fit the facts and etc. the black hat must alwaysbe logical.
THE RED HAT
Signifies feelings, intuition, hunches and emotion-gut feelings. Allows the thinker to put forward andintuition without any need to justify it. This hatgives full permission to a thinker to put forwardhis/her feelings on the subject at the moment.
-
7/27/2019 Effective Questioning g3.Pptx
21/44
TYPES OF HAT
THE GREEN HAT
focuses on creativity: the possibilities, alternatives,
new ideas, growth, energy and hypothesis. This hat
explores what is interesting, provocations and
changes.
THE HAT(the BLUE hat)
is used to manage the thinking process. This is the
overview or the process control hat. It looks not at
the subject itself but at the thinking about the
subject.
-
7/27/2019 Effective Questioning g3.Pptx
22/44
-
7/27/2019 Effective Questioning g3.Pptx
23/44
RANGE OF METHODOLOGY
THERE ARE 6 METHAPHORICAL HATS AND THE
THINKER CAN PUT ON OR TAKE OFF ONE OF
THESE HATS TO INDICATE THE TYPE OF
THINKING BEING USED.
WHEN DONE IN-GROUP, EVERYBODY WEARS
THE SAME HAT AT THE SAME TIME.
THE HATS MUST NEVER BE USED TO
CATEGORIZED INDIVIDUALS, EVEN THOUGH
THEIR BEHAVIOUR MAY SEEM TO INVITETHIS.
-
7/27/2019 Effective Questioning g3.Pptx
24/44
RANGE OF METHODOLOGY
THIS PUTTING ON AND TAKING OFF IS
ESSENTIAL.
HATS CAN BE USED INDIVIDUALLY- AS
SYMBOLS TO REQUEST PARTICULAR TYPE
OF THINKING.
HATS CAN BE USED IN SEQUENCE.
ANY HATS CAN BE USED AS OFTEN AS YOU
LIKE, THERE IS NO NEED TO USE EVERY
HAT;THE SEQUENCE CAN BE MADE UP OF
2,3,4 OR MORE HATS;THERE ARE 2 BROAD
TYPES OF SEQUENCE:EVOLVING AND PRE-
SET.
-
7/27/2019 Effective Questioning g3.Pptx
25/44
EVOLVING AND PRE-SET
EVOLVING: FACILITATOR CHOOSES FIRST HAT
AND WHEN THIS HAT IS COMPLETED, THE
NEXT HAT IS CHOSEN AND SO ON(BUT THIS
PROCESS NEEDS TO AVOID MANIPULATION
AND USERS NEED TO BE VERYEXPERIENCED)
PRE-SET SEQUENCES: IS SET UP AT THE
BEGINNING OF THE MEETING, UNDER THE
INITIAL BLUE HAT.MINOR VARIATIONS CANBE PERMITTED,DEPENDING ON OUTPUT
-
7/27/2019 Effective Questioning g3.Pptx
26/44
USING THE SIX HATS IN THE
CLASSROOM
Are used by TEACHERS TO STRUCTURE A
SEQUENCE OF QUESTIONS and DISCUSSION
BETWEEN SMALL GROUPS OF STUDENTS OR
A WHOLE CLASS.
Teachers best lead the discussions by wearing the
BLUE hat and managing the sequence in wearing
of the hats.
-
7/27/2019 Effective Questioning g3.Pptx
27/44
-
7/27/2019 Effective Questioning g3.Pptx
28/44
SCAMPERBY
BOB EBERLE
TECHNIQUE to extend all pupils thinking and can
provide real imaginative opportunities to all pupils
to extend their work.
this technique uses a set of directed questions
which pupils answer in order to come up with new
ideas.
the stimulus come from answering questions that
you (as a teacher) and pupil (as learners) would
not usually ask.
it helps pupils to ask questions that require them to
think out of the box, helping to develop their
critical thinking skills.
-
7/27/2019 Effective Questioning g3.Pptx
29/44
CONTINUES..
SCAMPER is an acronyms for 7 thinking techniques
that help those who use them come up untypical
solutions problems.
SCAMPER makes a good starter activity for all sort
of lessons.
Example :
Show pupils an object (probably from a school
museum collection) and ask them to use the
SCAMPER technique to come out with uses for the
object.
-
7/27/2019 Effective Questioning g3.Pptx
30/44
CONTINUES
a variation of SCAMPER includes 8 technique and
therefore called SCAMPERR
REMEMBER you dont have to use ALL the steps in
SCAMPER.
use it to spark off creative development and then let
pupils work on their own. If they get stuck, they can
return to the SCAMPER framework.
-
7/27/2019 Effective Questioning g3.Pptx
31/44
HOW TO USE SCAMPER
S- SABSTITUTE
Remove some part of the accepted situation, thing
or concept and replace it with something else.
C-COMBINE
Join, affiliate or force together 2 or more elements of
your subject matter and consider ways that such
a combination might move you toward a solution.
A-ADAPT
Change some part of your problem so that it works
where it did not before.
-
7/27/2019 Effective Questioning g3.Pptx
32/44
HOW TO USE SCAMPER
M-MODIFY
Consider many of the attribute of the thing you are
working on and change them arbitrarily. If
necessary attributes include size, shape, other
dimensions, texture, colour , attitude , position,history and so on.
P-PURPOSE (Put t other use)
Modify the intention of the subject. Think about why
it exist, what it is used for, what its supposed to
do. Challenge all of these assumptions and
suggest new and unusual purposes.
-
7/27/2019 Effective Questioning g3.Pptx
33/44
HOW TO USE SCAMPER
E-ELIMINATE
Arbitrarily remove any or all elements of your
subject, simplify, reduce to core functionality.
R-REVERSE
Change the direction or orientation. Turn it upside-
down, inside-out, or make it go backwards,
against the direction it was intended to go or to be
used.
R-REARRANGE
Similar to reverse, modify the order of operations or
any other hierarchy involved
-
7/27/2019 Effective Questioning g3.Pptx
34/44
BY MARIANI KHAMIS
-
7/27/2019 Effective Questioning g3.Pptx
35/44
The cognitive domain (Bloom, 1956) involves
knowledge and the development of intellectual skills.
This includes the recall or recognition of specific
facts, procedural patterns, and concepts that serve in
the development of intellectual abilities and skills.There are six majorcategories
that Bloom identified.
-
7/27/2019 Effective Questioning g3.Pptx
36/44
-
7/27/2019 Effective Questioning g3.Pptx
37/44
KNOWLEDGE
Recall data or information.
Examples: Recite a policy. Quote prices from
memory to a customer. Knows the safety rules.
Key Words: defines, describes, identifies, knows,
labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states.
-
7/27/2019 Effective Questioning g3.Pptx
38/44
COMPREHENSION
Understand the meaning, translation, interpolation,and interpretation of instructions and problems.State a problem in one's own words.
Examples: Rewrites the principles of test writing.
Explain in one's own words the steps for performinga complex task. Translates an equation into acomputer spreadsheet.
Key Words: comprehends, converts, defends,distinguishes, estimates, explains, extends,
generalizes, gives an example, infers, interprets,paraphrases, predicts, rewrites, summarizes,translates.
-
7/27/2019 Effective Questioning g3.Pptx
39/44
APPLICATION
Use a concept in a new situation or unprompted
use of an abstraction. Applies what was learned in
the classroom into novel situations in the work
place.
Examples: Use a manual to calculate anemployee's vacation time. Apply laws of statistics to
evaluate the reliability of a written test.
Key Words: applies, changes, computes,
constructs, demonstrates, discovers, manipulates,modifies, operates, predicts, prepares, produces,
relates, shows, solves, uses.
-
7/27/2019 Effective Questioning g3.Pptx
40/44
ANALYSIS
Separates material or concepts into componentparts so that its organizational structure may beunderstood. Distinguishes between facts andinferences.
Examples: Troubleshoot a piece of equipment byusing logical deduction. Recognize logical fallaciesin reasoning. Gathers information from adepartment and selects the required tasks fortraining.
Key Words: analyzes, breaks down, compares,contrasts, diagrams, deconstructs, differentiates,discriminates, distinguishes, identifies, illustrates,infers, outlines, relates, selects, separates.
-
7/27/2019 Effective Questioning g3.Pptx
41/44
SYNTHESIS
Builds a structure or pattern from diverse elements.Put parts together to form a whole, with emphasison creating a new meaning or structure.
Examples: Write a company operations or process
manual. Design a machine to perform a specifictask. Integrates training from several sources tosolve a problem. Revises and process to improvethe outcome.
Key Words: categorizes, combines, compiles,
composes, creates, devises, designs, explains,generates, modifies, organizes, plans, rearranges,reconstructs, relates, reorganizes, revises, rewrites,summarizes, tells, writes.
-
7/27/2019 Effective Questioning g3.Pptx
42/44
EVALUATION
Make judgments about the value of ideas or
materials.
Examples: Select the most effective solution. Hire
the most qualified candidate. Explain and justify a
new budget.
Key Words: appraises, compares, concludes,
contrasts, criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets,
justifies, relates, summarizes, supports.
-
7/27/2019 Effective Questioning g3.Pptx
43/44
FOR THE CONCLUSION
-
7/27/2019 Effective Questioning g3.Pptx
44/44
THANKYOUBy Mariani Khamis