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Characteristics of effective classroom questioning
Questioning for breadth
use more
divergent
questions
draw on all
intelligences
Increasing wait time
- It results in
more volunteering to answer
students will ask more questions
longer answers
Questioning for depth
probing, delving
questions
questions as
cues
scaffolding
questions
Giving voice to all students
use questions in compliance with students' level
avoid questioning for punishment and humiliation
address questions to all students fairly regardless of their origin, ethnicity, gender....
Differentiating questions
Ask different questions to incorporate all stdts' needs, interests, aptitude levels, learning styles, ....
Ask
authentic
questions
Giving useful feedback
specific
honest
contingent
differentiated
Asking fewer questions
allows students more time to think and prepare their answers
Classroom question types: Bloom's taxonomy
Questions formulayed on Bloom's taxonomy engage students on different cognitive processes.
