“If questions are not asked, then expected application to meaningful context will be limited.” I like this quote because it is so true to me. How else will you know the student learned the concept if you don’t have them to apply it in context? Not only just context, but actually meaningful context will let you know if they truly understand it, this could easily be a way to assess students. Questioning is used more than any other method for developing comprehension. Questions help the teacher assess whether students understand the text. Classroom instruction is dominated by a particular cycle of questioning known as IRE: initiate, respond, and evaluate. The downfall to IREs is that the teacher will be the only person talking, as in a mediator.
When questions are proposed they should lead to a class discussion because then the teacher can hear all the student’s responses and evaluate them as well. In discussions it is slightly better to evaluate then because other students won’t learn the wrong answers. When one student is asked to answer a question and gets it wrong then that student may suffer embarrassment, but if it’s in a discussion then the “blow” will not be so hard.
Questions should also be based on the student’s rhetorical style. There are 3 forms of rhetorical style appeals: ethos, logos, and pathos. Ethos relates to questions about the author. Logos relates to questions about logic; pathos relates to questions about emotions. All of these are ways to help students develop their rhetorical thinking. Another form of questioning is using “Higher- Order” thinking questions, which capture each level of Bloom’s taxonomy, a system similar to the DOK (Depth of Knowledge).Other types of questioning would be ReQuest, QtA (Question the Author), and Question-Answer Relationship (QAR) charts.
No comments:
Post a Comment