Ask Questions 02

Leading Discussions Tips for engaging students in discussion The Art of Asking Questions

Questions Teachers spend 35-50% of their instructional time asking students questions Ask me a question, S. Black Association of School Board Journal, Apr, 2001.

Questions Questioning is 2 nd only to lecturing as a common teaching method Ask me a question, S. Black Association of School Board Journal, Apr, 2001.

Questions Much of the time teachers devote to questioning doesn’t help students learn Ask me a question, S. Black Association of School Board Journal, Apr, 2001.

Developing Skills Discussion and Asking Questions Facilitating Group Discussion Asking Questions Click to Learn More Click to Learn More

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[object Object],[object Object],[object Object],Discussion and Inquiry ,[object Object],[object Object],Proceed to facilitating discussion Return to menu

Developing Cognitive Conflict Compare student explanations Feign surprise at either a faulty or correct explanation Pose an impossible event implied by a student’s position Establish an expectancy for an outcome that testing will not support Ask for supporting evidence of a rote answer Accept all responses until two conflicting ones emerge Return to previous slide Cognitive Conflict = moment of disagreement This is a moment to be cherished to help students seek resolution and develop problem solving skill

Inquiry Skills Observing Inferring Verifying Hypothesizing All based on experiences in the “field/classroom” Return to previous slide

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Basic Questions Types of Questions Types of Questions Basic Questions Phrasing Questions Probing Questions Practice Scenarios Review each section before advancing. Click a column to learn more about each section.

Basic Questions Types of Questions Types of Questions Basic Questions Phrasing Questions Probing Questions Practice Scenarios Review each section before advancing. Return to Main Menu

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[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],While a teacher is gathering the class’ knowledge about adolescent drug use, a student says, “Only a few kids are really hooked on drugs. Most just do drugs now and then.

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],While a teacher is gathering the class’ knowledge about adolescent drug use, a student says, “Marijuana isn’t as bad for you as alcohol, and alcohol is legal.”

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],While a teacher is gathering the class’ knowledge about adolescent drug use, a student says, “You drink one drink every hour and not get drunk. So, kids just need to slow down.”

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],While a teacher is gathering the class’ solutions to adolescent drug use, a student says, “ Legalize drugs, then it won’t be such a problem.”

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],While a teacher is gathering the class’ solutions to adolescent drug use, a student says, “ We need to teach kids how to drink responsibly.”

References Ask me a question, S. Black Association of School Board Journal, Apr, 2001. Michigan Model for Comprehensive School Health Education (2003). Trainer’s Toolkit EMC, Mt. Pleasant, MI FAST, Foundational Approaches in Science Teaching, 2 nd Ed. Instructional Guide (1992). Donald B. Young, Francis M. Pottenger III. CRDG, Honolulu, HI. Contact: Schutmar@gvsu.edu

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