Effective Techniques of Questioning Sample Clauses

Effective Techniques of Questioning. We will discuss some of the question practices that were reviewed by Xxxxx and Xxxxx (1986). These practices make higher achievement possible. First, questions should be phrased clearly, since this will decrease the possibility of confusion or frustration and it also prevents waste of time. This technique will increase the number of precise and accurate responses. Questions should be primarily academic and should include different levels, from respectively low cognitive level questions to high cognitive level questions. Low cognitive level questions will increase the memorization of factual information, while high cognitive level questions will push students to organize and understand material and to apply the learned material. Another technique suggests to wait 3 to 5 seconds after asking a question before asking for a response, the same conclusion has already been reached by Xxxx (1997). It is also important to stimulate students in answering questions. Some options are: probing to encourage students to clarify any vague answers or asking the unanswered question to another student. Probing can also be used for clarifying students’ answers, their support for a point of view or to encourage their thinking. This helps students to think at higher cognitive levels, to process knowledge or to enlarge their initial responses. If the instructor wants (to force) everybody to pay more attention and be more involved in class, selecting non-volunteering and volunteering students to answer a question might be a good idea. The non-volunteering students should especially be stimulated to answer when there is a high change that they know the answer. Another technique includes encouraging as many as possible correct responses from students. If they are wrong, the instructor can lead them toward the correct answer by letting them know which part of their answer was correct and by reformulating the question.