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Revised classroom question presentation

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Xyleanne Alforte
Xyleanne Alforte

This document defines classroom questions and discusses their purpose and types. It outlines the objectives of understanding classroom questions and identifies several functions of questions including checking understanding and eliciting information. The document also describes various types of questions like display vs referential, open vs closed, and lists "seven deadly sins" of classroom questions. Finally, it shows how questions can be classified according to Bloom's taxonomy of cognitive objectives like knowledge, comprehension, and analysis.

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Classroom Question
Objectives: define Classroom Questions; determine the purpose of Classroom Questions; enumerate the Seven Deadly Sins in Asking Questions and the ways on how to correct them; identify the Kinds of Question; and classify Classroom questions for Objectives in the Blooms Taxonomy (Cognitive Domain).
Classroom Questions A scientific process, the technique of which all teachers can develop or improve (Fairbairn,1987). A question is any sentence which has an interrogative form or function. In classroom settings, teacher questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it (Cotton, 2009). As Tsui (1995:23) notes, questions are... a very important aspect of classroom talk. Wood (1998:175) adds that classroom talk is dominated by teachers questions.
Purpose/Functions of Classroom Questions Brown & Wragg (1993: 4) list several functions of questions, such as to arouse interest and curiosity concerning a topic, to focus attention on a particular issue or concept, to develop an active approach to learning, to stimulate pupils to ask questions of themselves and others. However, with reference to language teaching, Nunan & Lamb (1996) state that teachers ask questions mainly to check learners understanding, to elicit information and to control their classrooms. Peacock (1990: 128) says that more often than not teachers appear to ask questions either to find out what pupils do or do not know and understand, or to remind them about work completed in a previous lesson, or perhaps to challenge, stimulate and develop their thinking.
Purpose/Functions of Classroom Questions Teachers ask questions to keep their learners involved during lessons, to express their ideas and thoughts, to enable learners to hear different explanations of the material, and to help teachers to evaluate their learners learning and revise their lessons when necessary (Morgan and Saxton (1991, cited in Brualdi 1998). The primary purpose for questioning is to promote thinking (Fairbairn,1987). Questions serve a variety of functions to check pupils knowledge or obtain or check reception (Cazden, 1987)
Seven Deadly Sins in Classroom Questions (Posamentier and Stepelman, 1981) Factual or Yes-No Questions Overlaid or Multiple Questions Elliptic or Ambiguous Questions Chorus Response Questions Whiplash Questions Leading Questions Teacher-centered Questions
Kinds of Question (Nawal ,Mohammed Al-Farsi) Display Questions vs. Referential Questions Ellis (1994: 700) defines the display question as one designed to test whether the addressee has knowledge of a particular fact or can use a particular linguistic item correctly. Lightbown & Spada (1999) note that teachers ask display questions not because they are interested in the answer, but because they want to get their learners to display their knowledge of the language.
Kinds of Question Referential Questions Nunan & Lamb (1996: 88) define referential questions as those to which the asked does not know the answer. Ellis (1994: 721) also explains that these are questions which are genuinely information-seeking. Lynch (1996) argues that teachers should ask referential questions because (a) learners tend to give longer answers than they do to display questions b) learners will be less willing to answer questions if their purpose is always to test knowledge.
Kinds of Question Open vs. Closed Questions Nunan & Lamb (1996: 84) describe open questions as those that encourage extended student responses. Ellis (1994: 695) suggests that in open questions the teacher does not have a particular answer in mind and different responses are possible. He also mentions that some questions seem to be open, but in fact they are closed (these can be called pseudo-questions). In contrast, a closed question is one that is framed with only one acceptable answer in mind (Ellis 1994: 695).
Other kinds of Questions: Convergent Questions vs. Divergent Questions Convergent Questions restricts the responses to predetermined answers. Examples: According to the author, what are the possible reasons that? What are the steps in writing?
Other kinds of Questions: The Divergent question allows a multitude of correct responses. This style is an excellent choice for situations where learners are being required to be creative or look for alternatives beyond their experience. Examples: What other factors should the analysis have considered? What are the possible responses to her complaint?
Other kinds of Questions: Simple vs. Difficult The simple question requires simple recall or restatement of given information. Examples: What are the kinds of Sentences according to purpose? State the rule in pronoun-antecedent agreement.
Other kinds of Questions: The difficult question is used at the application level of learning, which is usually where college level courses are aimed. Examples: What are the ideologies that function in the narrative? How do these ideologies affect the character in nature? How does the short story Storm by Merlinda Bobis appeal to you?
Other kinds of Questions: Hypothetical Hypothetical questions are useful for forcing learners to move beyond what has been dealt with into the anticipated, and even unanticipated, area of what ifs. Examples: Given what we know about what happened, what do you predict would have happened if the characters became static and passive?
Other kinds of Questions: Reflective Reflective questions require learners to look back with a future perspective. They can be used to focus on both the application of the content and the process used to learn or solve problems. Examples: Based on what you learned in the short story, what caution would you keep in mind the next time you approach a similar situation? If you had the problem to encounter over again, what would you do differently? What would you have liked to have known before starting on the project?
Other kinds of Questions: Predicative Predicative questions ask learners to declare what they feel will happen. The technique can be made stronger by asking learners to commit to their answers by writing them down or by saying them aloud, to a partner, a group, or the whole class. Example: Based on what youknow now, what do you think is likely to happen when?
Other kinds of Questions: Organization 1. and valuing Contrast (How are dependent and independent clause different?) 2. Compare (What are the similarities and differences between Classification and Division?) 3. Order (What is the appropriate sequence of operations thatshould be used in situation?) 4. Prioritize (Which of do first?) these two steps is important to
Other kinds of Questions: 5. Cluster (Which of these belong together?) 6. Label (What would be an appropriate name for this group of activities?) 7. Hypothesize (Based on what happened, what would you infer about?) 8.Predict (If the process runs for another X months, what do you anticipate will occur?) 9.Value (What is important about? are important aspects of ?)
Blooms Taxonomy (Cognitive Domain) Knowledge (Remembering) Comprehension Application Analysis (Understanding) (Applying) (Analyzing) Evaluation Synthesis (Judging) (Creating)
Classroom Questions for objectives in the Cognitive Domain Category Type of thinking expected Knowledge (Remembering) Recalling or organizing information as learned Comprehension (Understanding) Demonstrating understanding of the materials; transforming, reorganizing or interpreting Application (Applying) Using information to solve a problem with a single correct answer Analysis (Analyzing) Critical thinking; identifying reasons and motives; making inferences based on specific data; analyze conclusions to see if supported by evidence Evaluation (Judging) Judging the merits of ideas; opinions, applying standards Synthesis (Creating) Divergent, original thinking; original plan, proposal, design or story
Sources: Brown, G. and Wragg, E.C. (1993) Questioning. London: Routledge. Cotton, Kathleen (2009). Classroom Questioning. Retrieved November 27, 2013 from http://www.learner.org/workshops/socialstudies/pdf/session6/6.ClassroomQuestioning .pdf Ellis, R. (1994) The Study of Second Language Acquisition. Oxford: Oxford University Press. Nunan, D. and Lamb, C. (1996) The Self-Directed Teacher. Cambridge: Cambridge University Press. Tsui, A.B.M. (1995) Introducing Classroom Interaction. London: Penguin. Nawal Mohammed Al-Farsi , Teachers Questions in the Basic Education Classroom. Retrieved November 27, 2013 from http://www.moe.gov.om/portal/sitebuilder/sites/eps/English/MOE/baproject/Ch%205 %20Questioning%20in%20the%20basic%20education%20classroom.pdf

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Revised classroom question presentation

  • 2. Objectives: define Classroom Questions; determine the purpose of Classroom Questions; enumerate the Seven Deadly Sins in Asking Questions and the ways on how to correct them; identify the Kinds of Question; and classify Classroom questions for Objectives in the Blooms Taxonomy (Cognitive Domain).
  • 3. Classroom Questions A scientific process, the technique of which all teachers can develop or improve (Fairbairn,1987). A question is any sentence which has an interrogative form or function. In classroom settings, teacher questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it (Cotton, 2009). As Tsui (1995:23) notes, questions are... a very important aspect of classroom talk. Wood (1998:175) adds that classroom talk is dominated by teachers questions.
  • 4. Purpose/Functions of Classroom Questions Brown & Wragg (1993: 4) list several functions of questions, such as to arouse interest and curiosity concerning a topic, to focus attention on a particular issue or concept, to develop an active approach to learning, to stimulate pupils to ask questions of themselves and others. However, with reference to language teaching, Nunan & Lamb (1996) state that teachers ask questions mainly to check learners understanding, to elicit information and to control their classrooms. Peacock (1990: 128) says that more often than not teachers appear to ask questions either to find out what pupils do or do not know and understand, or to remind them about work completed in a previous lesson, or perhaps to challenge, stimulate and develop their thinking.
  • 5. Purpose/Functions of Classroom Questions Teachers ask questions to keep their learners involved during lessons, to express their ideas and thoughts, to enable learners to hear different explanations of the material, and to help teachers to evaluate their learners learning and revise their lessons when necessary (Morgan and Saxton (1991, cited in Brualdi 1998). The primary purpose for questioning is to promote thinking (Fairbairn,1987). Questions serve a variety of functions to check pupils knowledge or obtain or check reception (Cazden, 1987)
  • 6. Seven Deadly Sins in Classroom Questions (Posamentier and Stepelman, 1981) Factual or Yes-No Questions Overlaid or Multiple Questions Elliptic or Ambiguous Questions Chorus Response Questions Whiplash Questions Leading Questions Teacher-centered Questions
  • 7. Kinds of Question (Nawal ,Mohammed Al-Farsi) Display Questions vs. Referential Questions Ellis (1994: 700) defines the display question as one designed to test whether the addressee has knowledge of a particular fact or can use a particular linguistic item correctly. Lightbown & Spada (1999) note that teachers ask display questions not because they are interested in the answer, but because they want to get their learners to display their knowledge of the language.
  • 8. Kinds of Question Referential Questions Nunan & Lamb (1996: 88) define referential questions as those to which the asked does not know the answer. Ellis (1994: 721) also explains that these are questions which are genuinely information-seeking. Lynch (1996) argues that teachers should ask referential questions because (a) learners tend to give longer answers than they do to display questions b) learners will be less willing to answer questions if their purpose is always to test knowledge.
  • 9. Kinds of Question Open vs. Closed Questions Nunan & Lamb (1996: 84) describe open questions as those that encourage extended student responses. Ellis (1994: 695) suggests that in open questions the teacher does not have a particular answer in mind and different responses are possible. He also mentions that some questions seem to be open, but in fact they are closed (these can be called pseudo-questions). In contrast, a closed question is one that is framed with only one acceptable answer in mind (Ellis 1994: 695).
  • 10. Other kinds of Questions: Convergent Questions vs. Divergent Questions Convergent Questions restricts the responses to predetermined answers. Examples: According to the author, what are the possible reasons that? What are the steps in writing?
  • 11. Other kinds of Questions: The Divergent question allows a multitude of correct responses. This style is an excellent choice for situations where learners are being required to be creative or look for alternatives beyond their experience. Examples: What other factors should the analysis have considered? What are the possible responses to her complaint?
  • 12. Other kinds of Questions: Simple vs. Difficult The simple question requires simple recall or restatement of given information. Examples: What are the kinds of Sentences according to purpose? State the rule in pronoun-antecedent agreement.
  • 13. Other kinds of Questions: The difficult question is used at the application level of learning, which is usually where college level courses are aimed. Examples: What are the ideologies that function in the narrative? How do these ideologies affect the character in nature? How does the short story Storm by Merlinda Bobis appeal to you?
  • 14. Other kinds of Questions: Hypothetical Hypothetical questions are useful for forcing learners to move beyond what has been dealt with into the anticipated, and even unanticipated, area of what ifs. Examples: Given what we know about what happened, what do you predict would have happened if the characters became static and passive?
  • 15. Other kinds of Questions: Reflective Reflective questions require learners to look back with a future perspective. They can be used to focus on both the application of the content and the process used to learn or solve problems. Examples: Based on what you learned in the short story, what caution would you keep in mind the next time you approach a similar situation? If you had the problem to encounter over again, what would you do differently? What would you have liked to have known before starting on the project?
  • 16. Other kinds of Questions: Predicative Predicative questions ask learners to declare what they feel will happen. The technique can be made stronger by asking learners to commit to their answers by writing them down or by saying them aloud, to a partner, a group, or the whole class. Example: Based on what youknow now, what do you think is likely to happen when?
  • 17. Other kinds of Questions: Organization 1. and valuing Contrast (How are dependent and independent clause different?) 2. Compare (What are the similarities and differences between Classification and Division?) 3. Order (What is the appropriate sequence of operations thatshould be used in situation?) 4. Prioritize (Which of do first?) these two steps is important to
  • 18. Other kinds of Questions: 5. Cluster (Which of these belong together?) 6. Label (What would be an appropriate name for this group of activities?) 7. Hypothesize (Based on what happened, what would you infer about?) 8.Predict (If the process runs for another X months, what do you anticipate will occur?) 9.Value (What is important about? are important aspects of ?)
  • 19. Blooms Taxonomy (Cognitive Domain) Knowledge (Remembering) Comprehension Application Analysis (Understanding) (Applying) (Analyzing) Evaluation Synthesis (Judging) (Creating)
  • 20. Classroom Questions for objectives in the Cognitive Domain Category Type of thinking expected Knowledge (Remembering) Recalling or organizing information as learned Comprehension (Understanding) Demonstrating understanding of the materials; transforming, reorganizing or interpreting Application (Applying) Using information to solve a problem with a single correct answer Analysis (Analyzing) Critical thinking; identifying reasons and motives; making inferences based on specific data; analyze conclusions to see if supported by evidence Evaluation (Judging) Judging the merits of ideas; opinions, applying standards Synthesis (Creating) Divergent, original thinking; original plan, proposal, design or story
  • 21. Sources: Brown, G. and Wragg, E.C. (1993) Questioning. London: Routledge. Cotton, Kathleen (2009). Classroom Questioning. Retrieved November 27, 2013 from http://www.learner.org/workshops/socialstudies/pdf/session6/6.ClassroomQuestioning .pdf Ellis, R. (1994) The Study of Second Language Acquisition. Oxford: Oxford University Press. Nunan, D. and Lamb, C. (1996) The Self-Directed Teacher. Cambridge: Cambridge University Press. Tsui, A.B.M. (1995) Introducing Classroom Interaction. London: Penguin. Nawal Mohammed Al-Farsi , Teachers Questions in the Basic Education Classroom. Retrieved November 27, 2013 from http://www.moe.gov.om/portal/sitebuilder/sites/eps/English/MOE/baproject/Ch%205 %20Questioning%20in%20the%20basic%20education%20classroom.pdf