Year: 2007
Type: article
Abstract: My previous ISTJ editorial addressed the importance of teachers' questioning for accurately diagnosing students' thinking, for helping students perceive where their ideas and thinking may be problematic, and for moving students toward desired conceptual understanding. Asking thought-provoking questions is not intuitive, and much effort is required to develop effective questioning patterns. To improve their questioning, some teachers place an easily seen poster in the room with words and phrases such as “How?,” “What?,” “To what extent…?,” “If…, then…?” These prompts help them avoid asking yes/no questions that begin with “Can?,” “Do?,” “Should?,” and “Will?” Another strategy is to write down well phrased key questions prior to a teaching lesson. These sorts of questions are not scripts, but rather questions to begin interactions. Many other strategies may be used that, over time, will improve the interaction with students in your classroom.
Author: Michael P. Clough
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3183105269