Module 4 – Week 12: Questioning as a Pedagogical Strategy

These flashcards cover the lecture’s key ideas about classroom questioning: its purposes, types (closed, open, evaluative), links to Bloom’s taxonomy, effective questioning techniques, and strategies for managing responses.

What are the seven main classroom purposes for asking questions, according to the lecture?

1) Motivating and arousing interest, 2) Maintaining attention/redirecting learning, 3) Managerial (behaviour), 4) Checking recall or understanding, 5) Identifying gaps in learning, 6) Encouraging higher-level thinking and strengthening learning, and 7) Encouraging discussion and assessing learning.

Roughly what percentage of teachers’ daily questions are factual recall questions?

About 60 %.

According to observations cited in the lecture, what proportion of classroom questions require higher-order cognitive skills?

Approximately 20 %.

Which two AITSL Standards were highlighted in relation to effective questioning?

Standard 3: Plan for and implement effective teaching and learning; and Standard 5: Assess, provide feedback and report on student learning.

In Bloom’s revised taxonomy, which level corresponds to actions such as define, list, and memorize?

Remembering.

Give two verbs associated with the ‘Apply’ level of Bloom’s taxonomy.

Possible answers: execute, implement, solve, use, interpret, demonstrate, operate, schedule, sketch.

What is the key difference between closed (convergent) and open (divergent) questions?

Closed questions have a narrow range of correct answers and mainly check explicit understanding, while open questions invite multiple possible answers, require inference, and check implicit understanding.

Provide three typical starters for closed (convergent) questions.

"Can the…?", "Does…?", "What is the…?", or "When did…?"

Provide two typical starters for open (divergent) questions.

"How might we…?" and "Why do you think…?" (others include "How can you…?" or "What other ways…?")

What kind of thinking do evaluative questions aim to elicit from students?

Logical inference, drawing conclusions, distinguishing fact from opinion, identifying bias, and judging the validity of conclusions.

Why is allowing ‘wait time’ important after asking a complex question?

It gives students time to think deeply, formulate answers, and increases the quality and number of student responses.

Name two strategies for handling a student’s wrong answer constructively.

Acknowledge the contribution; ask how the student arrived at the answer; suggest it might be correct for a different question; relate it to another student’s knowledge; or rephrase/ask the question in another way.

What should teachers avoid doing if no student initially answers a question?

Avoid answering the question themselves just to ‘keep the lesson going’. Instead, rephrase or probe further.

Why should key questions be planned before teaching a lesson?

Because the complexity of student thinking aligns with the questions asked; planned questions ensure learning goals are met and thinking is scaffolded.

In the lecture’s example about a plant, which question level asks: "How is this flower similar to, and different from, a rose?"

Analyze level (comparative/contrast).

Give an example of a closed question you might ask when introducing a new geometric shape.

"What shape is this?"

Give an example of an open question related to traffic signs that encourages divergent thinking.

"What are some reasons to obey these signs?"

List two benefits of redirecting a question to involve more students.

Engages a broader range of learners and promotes active listening/thinking by more than one student.

What classroom management issue can be mitigated by discouraging students from calling out answers simultaneously?

Ensuring everyone can hear responses and maintaining orderly discussion.

Which level of Bloom’s taxonomy involves creating a new product or point of view?

Creating.

What type of question would ‘Design a plan for the science garden that includes one of these plants’ be classified as?

A Creating level question in Bloom’s taxonomy.

When might evaluative questions be particularly useful in a lesson sequence?

When wrapping up a topic to consolidate learning and encourage reflection on multiple perspectives.

What does the lecture recommend doing if an answer isn’t forthcoming after you pose a question?

Re-phrase the question, allow more wait time, or probe with additional prompts rather than immediately providing the answer.

State one reason why teachers commonly use closed questions before higher-order questions.

To focus students on the topic and ensure they have the foundational facts needed for deeper thinking.