Questioning Strategy.

PURPOSES OF QUESTIONING.

• Enhance understanding of students.
• Make classroom interactive.
• More participation. 

CHARACTERISTICS OF GOOD QUESTION.

• Up to students level, clear and simple.
• Logically sequenced.
• Background of the content taught. 

CLASSIFICATION OF QUESTIONING

1. The literal level: Mostly used in the classroom, right there on the paper.
2.  The inferential level: (think and search) Answer
3. The applied level(‘on your own’): answers relies mainly own the readers background knowledge.
4. Thinking time/wait time: consciously waiting for students thinking an answers.
5. No hands questioning: students are aware that teachers will select the students to give an answer.
6. Basketball questioning: move questions and discussions between students. 
7. Conscripts and volunteers: teacher selects answers from those who volunteers and also equally from those who do not. 
8. Phone a friend: those who are not able to answer are allowed to nominate a another students to suggest an answer on their behalf but still they have to provide their own answer.
9. Hot seating: a student is placed in the ‘hot seat’ to take several question from the class and teacher.
10. Preview: questions are shared/display before being asked or the start of the lesson. 
11. Pair rehearsal: pair of students are able to discuss and agree responses to questions together. 
12. Eavesdropping: listen to the group discussion and target specific questions to groups and individuals
13. Big questions: the setting of substantial and through provoking questions. 
14. Fat questions: seeking a minimum answers. 
15. Skinny questions: a traditional approaches to question and answer asking everyday, questions with a fixed or specific answer. 
16. Seek a partial answer: provide only a partly formal answer, to promote collective engagement. 

 THREE TYPES OF QUESTIONING STRATEGY.

Socratic Questioning: Teaching somebody through questioning. Teacher should ask the question back if the students come with doubt,and the answer should come from students themselves.

  Under this there are six type of questioning: 

1.Conceptual Clarification Questions: Get them to think more about what exactly they are asking or thinking about.
Examples:

•  Why are you saying that?
• What exactly does this mean?

2. Probing Assumptions: Probing of assumption makes them think about the presupposition and unquestioned beliefs on which they are finding their arguments.
Examples:

•  what else could we assume? 
• Do you agree or dis agree with....?

3. Probing rationale, reasons, and evidence: When they give a rationale for their arguments, dig into that reasoning rather than assuming it is a given.
Examples:

•  Why is that happening?
• Are these reasons good enough? 

4. Questioning viewpoints and Perspectives: Most arguments are given from a particular position. So attack the position. Show that there are other equally valid view points.
Examples:

•  Why is it better than?

5. Probe Implications and Consequences: The argument that they give may have logical implications that can be forecast. Do these make sense? Are they desirable?
 Examples:

•  What is the best? Why?

6. Questions about the Questions: You can also get reflexive about the whole thing , turning the question in on itself. Use their attack against themselves. Bounce the ball back into their court. Example:

•  What was the point of asking that question? 

 Bloom’s Taxonomy: Provide a ways to organizing thinking skills in to six level of thinking.It was developed by Benjamin Bloom in 1950’s.
There are six levels:
1.Remembering: The learner is able to recall, restate and remember learned information.
2.Understanding: The learner grasps the meaning of information by interpreting and translating what has been learned.
3.Applying: The learner makes use of information in a context different from the one in which it was learned. Ex: Calculate.
4. Analysing: The learner breaks learned information into its parts to best understand that information. Example: compare, contrast, examine,etc..
5. Evaluating: The learner makes decisions based on in-depth reflection, criticism and assessment.
Example: judge, evaluate and justify.
6. Creating: The learner creates new ideas and information using what has been previously learned.

Example: construct and imagine.

 Kipling Questions: 5W and H (what, why, when, where, who and how) There are five wives and one husband.

1.“what?”: often asks for noun responses, seeking things that are or will be. They may also seek verbs when they seek actions.
Example: what are you doing?
2.“Why?”: Asking “why” seeks cause and effect. If you know the reason why people have done something, then you gain deeper understanding of them.
Example: Why do you do that?
3.“When?”:It seeks location in time and imply two different types of time.
Example: when will you give me the money.
4. “Who?”:‘Who’ brings people into the frame, connecting them with actions and things.
Example: Who will benefit most from what you purpose?
5. “Where?”: seeks to locate an action or event in three dimensional space, such as on, above, under, below.
Example: Where will you put it?
6. “How?”: seeks verbs of process. They thus are good for probing into deeper detail of what has happened or what will happen.
Example: How shall we get there?


Role of the Teacher: (Socratic questioning)

1. During Socratic questioning, the teacher is a model of critical thinking who respects students' viewpoints, probes their understanding, and shows genuine interest in their thinking.

2. The teacher poses questions that are more meaningful than those a novice of a given topic might develop on his or her own.

Role of students

1. Participate when called upon.
2. Answer questions as carefully and clearly as possible.
3. Address the whole class so that everyone can hear their answers.
4. Be as succinct as possible in the interest of maximizing classroom time and effectiveness.

Merits and demerits of Questioning Strategy.

Merits
•Request that students think and do rather than just remember.

•Handling incorrect responses/no responses.
•Prompting.
•-be positive.
•-rephrase the question.
•-use neutral prompting.

Demerits
•Time consuming.
•Minimum coverage of the context.
•Challenging for different kinds of learners.
•Calling students randomly maximizes incorrect response that discourages the std.

REVISING THE PREVIOUS LESSON

 We did revision on the previous topic and after that we are been given assignment, to prepare a lesson plan on any topic from IT or English subject, considering inductive teaching/learning approach.......

In today class, we learned about the topic deductive teaching strategy.
Deductive teaching strategy: In this strategy there is present of both principle and generalization which should be followed by application or testing of this principle.It also lead students from unknown to known, abstract to concrete or complex to simple.
Purposes of Deductive teaching strategy.

• Teacher centered approach where students are taken as blank slates,where by more dependency on teacher,limit student thinking ability. This strategy is mainly focused in helping low ability students to enhance their learning.

Phases of Deductive teaching strategy.

1. Presentation of abstruction.
2. The teacher Illustration with example.
3. Students give examples of concept and apply them in new situation.
4. Students restates the concepts or definition that they have learned.

Advantages of Deductive teaching strategy

1. less time consuming
2. It is different from rote learning as it is the strategy ,where logical interlinking of element is encourage.
3. Most of the school material/curriculum can be easily taught following deductive strategy.
4. This method involve all level of questions.

Dis-advantages of Deductive teaching strategy

1.  Students are not actively involve in the beginning of the lesson.
2. Since it is a teacher centered approach ,it may be challenging for higher students.

Role Of Teacher

1. Teacher need to plan and prepared detail information about the content.
2. Present principles and generalizations.
3. Provides guidance as scaffolding.  

Reviewing Previous Lesson

Today we did learn about the previous topic, that is learning the clear definition of inductive teaching, which means discovery  based learning where by learner learn from the simple to complex,such as student who know alphabet will learn to makes/combine word.We even learn about the definition of force which lead to know more about the inductive teaching/learning.
We even learned that in inductive teaching/learning the role of the teacher is not minimized rather maximized because they have to ask student lots of question to let student think more.
It was followed by small group activity, where by we are asked to prepared short lesson plan,keeping in mind the steps of inductive teaching/learning.

Inductive Teaching Strategy

we learned about inductive teaching/learning strategy. We did a group activity where by we were ask to make a different group apart expert group. Then different groups were provided with different questions on the  topic Inductive teaching/learning strategy. Then after an hour discussions, we were asked to re join the home group and share on respective allocated topics to the groups.Well they explain that;
Concept of inductive T/L strategy: He explain that it is more of modern ways of teaching where there is less role of teacher and even gave two type of inductive teaching that is guided and unguided. 
Purposes of inductive T/L strategy:

• For motivating students.
• Enhance class participation.
• Work as a team to achieve goals.
• Discover course content for themselves.

 Procedural/steps of inductive T/L strategy:

• Open ended phase.
• Convergent phase.
• Closure phase.
• Application phase.

 Role of teacher:

• Provide guidance.
• Demonstration.
• Coaching-only instructing by teacher ,doing by students.
• Teacher cooperate and foster cooperation in students.  

Merits and demerits of Inductive T/L strategy.
Merits:

• Can classified different types of students.
• It motivate student to participate and learn more.
• Involve  observation and inference.

Demerits:

• Time consuming.
• Minimum content coverage.
• It is frustrating to different level of student. 

Differences between Teaching Strategy and Teaching Skills

How does teaching strategy differ from teaching skills?
ans: Teaching Strategy: It is plan made to achieve certain purposes or goals of teaching.It is to be deal with some purpose and the activities are arranged in sequenced order.
Teaching skills: It is the process of practicing skills such as acquire ability, experience and knowledge to be able to teach well.It also refers to techniques or procedures to carry out methods to obtain desire learning outcome.......
What are some of the characteristics of an effective teacher?
Ans:

• Teacher should have good classroom management skills.
• Teacher should have positive expectations for student success.
• Teacher should have the room ready for instruction, and make it invitational. 
• Teacher who can makes the difference in what happens in the classroom. 
• Teacher should have good knowledge of reinforcement.
• Teacher should respect students view.

Third Class

In our third class we briefly went through the definition of  strategy method and skills.we are assigned with group work which is based on presentation and which will be starting soon.
strategy:Plan of action.
Method: Systematic process of achieving certain goals with sequenced or proper steps.
Skills:The ability to do something well because of one's knowledge or ability.
 Teaching Strategy: It is plan made to achieve certain purposes or goals of teaching.It is to be deal with some purpose and the activities are arranged in sequenced order.
Teaching skills: It is the process of practicing skills such as acquire ability, experience and knowledge to be able to teach well.It also refers to techniques or procedures to carry out methods to obtain desire learning outcome.......

Second Class

In our second session we learn about the meaning of some word such as strategy, method, skills, technique and approach. After going through the meaning of the word such as strategy means plan to action, method means ways of doing thing and approach means how you do something, we come to the end stating that method and approach are same and skills and technique are same.........

First day of EDN

On date 7th march, first of all we did introduce to each other in the class.In the first session of my module i even learned how to mediate in the perfect position by concentrating on our breath, to be mindful of everything around.After that we all did set some of the ground rule which was very much necessary and important for good learning.I also learn some of the problem arising in our youth, like substance abuse and  the problems arising due to early marriage.So i really feel that i have learn many problems arising from early marriage and substance abuse.So i urge all of you to avoid all this problems and be a good citizen....................