Planning questionsEffective questioning sessions in classroom require advance preparation. While some instructors may be skilled in extemporaneous questioning, many find that such questions have phrasing problems, are not organized in a logical sequence, or do not require students to use the desired thinking skills. Show
Levels and types of questions Questioning should be used to achieve well-defined goals. An instructor should ask questions that will require students to use the thinking skills that he or she is trying to develop. Bloom's Taxonomy is a hierarchical system for ordering thinking skills from lower to higher, where each level requires a student's mastery of the skills below it. It is not essential that an instructor be able to classify each question at a specific level. The taxonomy is introduced as a tool which is helpful for defining the kinds of thinking skills instructors expect from students and for helping to establish congruence between the instructor's goals and the questions he or she asks. People often refer to "lower-level" and "higher-level" questions or behaviors, rather than assigning a specific level to those questions or behaviors. Lower-level questions are typically at the remember, understand, and apply levels of the taxonomy and are most appropriate for:
Higher-level questions involve the ability to analyze, evaluate, or create, and are most appropriate for:
Typically, an instructor would vary the level of questions within a single class period. For example, an instructor might ask the higher-level question, "How can style of writing and the thesis of a given essay be related?" If she gets inadequate or incorrect student response to that question, she might ask lower-questions to check whether students know and understand the material. For example, she might then ask, "What is the definition of thesis statement?" or "What are some characteristics of different writing styles?" In addition to asking questions at various levels of the taxonomy, an instructor might consider whether he is asking closed or open questions. A closed question is one for which there are a limited number of acceptable answers, most of which will usually be anticipated by the instructor. For example, "What is the definition of an adjective?" An open question is one for which there are many acceptable answers, most of which will not be anticipated by the instructor. For example, "What is an example of an adjective?" Both open and closed questions may be used at any level of the taxonomy:
Steps for planning questions
Handling student responses to questions An important aspect of classroom interaction is the manner in which the instructor handles student responses. When an instructor asks a question, students can either respond, ask a question, or give no response. Handling student responses to questionsAn important aspect of classroom interaction is the manner in which the instructor handles student responses. When an instructor asks a question, students can either respond, ask a question, or give no response. Strategies to use when students respond
Strategies for responding to student questions There are many ways in which an instructor can respond to questions from students. However, all strategies begin with this important step: Listen to the student's question. After you are certain that you understand the question, be sure that other students have heard and understood the question. Then proceed with one of the following strategies:
No matter which strategy you use you should return to the student after addressing the question and determine whether the response has satisfied the student. If you don't know the answer to a student question never fake an answer. Admit that you cannot answer the question and then select one of these strategies or others you find appropriate:
Strategies to use when students don't respond
Allowing wait-time after a student response or question also produced significant changes in classroom interaction. The most notable change was that the instructor made fewer teaching errors characterized by responding illogically or inappropriately to a student comment. On the other hand, too much wait-time can also be detrimental to student interaction. When no one seems to be able to answer a question, more wait-time will not necessarily solve the problem. Experts say that waiting more than 20-30 seconds is perceived as punishing by students. The amount of wait-time needed in part depends upon the level of question the instructor asks and student characteristics such as familiarity with content and past experience with the thought process required. What is reasoning from specific instance?Inductive reasoning begins with observations that are specific and limited in scope, and proceeds to a generalized conclusion that is likely, but not certain, in light of accumulated evidence. You could say that inductive reasoning moves from the specific to the general.
What is reasoning from specific instances Why is it important to supplement reasoning from specific instances with testimony or statistics?Reasoning from specific instances involve processing from a number of particular facts to a general conclusion. Because you can never give enough specific instances in a speech to make your conclusion irrefutable, you should supplement them with testimony or statistic.
When you present specific instances to support a general claim you use reasoning?persuasive speakers typically use inductive reasoning - generalizing from facts, instances, or examples and then making a claim based on that generalization. you present specific instances to support a general claim. Your goal is to persuade the audience that your examples supply sufficient proof of your claim.
What is a type of reasoning in which examples or specific instances are used to supply strong evidence for the truth of the conclusion?Inductive reasoning (also called “induction”) is probably the form of reasoning we use on a more regular basis. Induction is sometimes referred to as “reasoning from example or specific instance,” and indeed, that is a good description. It could also be referred to as “bottom-up” thinking.
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