Effective questioning sessions in classroom require advanced preparation.

Some instructors may be skilled in extemporaneous questioning.

Many find there are lots of problems they face.

Problems : o Have phrasing problems o Not organized in logical sequence o Do not require students to use the desired thinking skills.

Taxonomy: A hierarchical system for ordering thinking skills from lower to higher.

Lower-level question: To remember, understand and apply levels of the taxonomy

Higher-level question: The ability to analyze, evaluate or create

At various levels of taxonomy, there are also closed and opened questions

1. Decide your goal for asking question

2. Select the content and choose only important materials for questioning

3. Avoid answer that can be answered "yes" or "no"

4. Write your main questions in advance

5. Phrase your question

6. Question should not contain the answers. Avoid implied response questions when genuinely seeking an answer from class

7. Try to anticipate possible student responses

When an instructor asks a question, students can either respond, ask a question, or give no response.

Redirect

Rephrasing

Using "wait time"

Allowing wait-time after a student response or question also produced significant changes in classroom interaction

Too much wait-time can also be detrimental to student interaction

Listen to the student's question and understand it

If you don't know the answer to a student question never fake an answer

Ask whether someone in the class can answer the question.

Either propose a plan for obtaining evidence for answering the question/ask the students to suggest how the question could be investigated.

If possible, suggest a resource where the student can find information

Volunteer to find the answer yourself and report back to the class

Reinforcement: Reinforce student responses and questions in a positive way in order to encourage future participation.

Probing: useful in getting students more involved in critical analysis of their own and other students' ideas

Adjust/refocus: refocus to encourage the student to tie her response to the content being discussed also used to shift attention to a new topic.