Questions can be classified as low-level or high-level. Low-level questions involve simple recall of information and correspond with the knowledge level of the cognitive taxonomy. These questions help teachers assess students� background knowledge, remind them of important information, and establish information that will be used in high-level questions. High-level questions require students to process, connect, or transform ideas and information, and correspond with all levels above knowledge level of the cognitive taxonomy. I think the best example of low-level questions would be math problems in most high school textbooks. I remember doing assignments where I would have 20 math problems assigned and it was obvious (even as a student) that the same types of problems would be presented in chunks, starting with the easiest and progressing to the hardest. After reading chapter 6, it makes sense why all my math teachers gave out tests they created themselves�the version that came with the text probably presented the problems the same way (low-level question format) that the text presented them.
In addition to low-level or high-level, questions can also be classified as convergent or divergent. Convergent questions consist of only one acceptable answer. For example, the question, �Who was the first person to see and describe bacteria?� the only acceptable answer would be Anton van Leeuwenhoek. Divergent questions, on the other hand, consist of more than one acceptable answer. This allows the teacher to assess student understanding of a subject. Additionally, divergent questions allow more students to be actively involved in learning. For example, a question such as, �Give an example of a mammal found in North America,� might include answers such as, �Deer�, �Wolf�, or �Bat.�
The book states, �A major goal in developing effective questioning strategies is to increase the amount of student participation (p. 155).� Research by Good and Brophy shows that teachers do not direct questions to specific students and when they do, they tend to call on high-achievers more than low achievers. Redirection, when used with open-ended questions, can effectively help teachers involve more students. By not discussing student replies and instead redirecting the question to other students, the teacher prevents a few students from dominating the discussion and also helps expand the depth of what is being discussed. Additionally, by using open-ended questions, students are more likely to use high-level thinking. Further, redirection allows teachers to call on students, such as low-achievers, that might not voluntarily participate.
Prompting is a strategy that can help students to answer successfully with an acceptable answer. In prompting, the teacher provides the student with hints, or clues, that can help him or her respond with a successful answer. Because prompting requires teachers to think on the spot, the book notes that it is not as widely used as it should be. However, with practice, teachers can become skilled and confident in this helpful strategy.
Probing can help students expand the depth of their answers. In this strategy, the teacher asks the student additional questions that explain, clarify, support, or defend his or her answer. By asking these additional questions, students are able to engage in high-level tasks. Additionally, these more complete answers can give students �a greater feeling of success (p. 162).� In some ways, I feel that our message board is using this strategy, since many of my responses have been extended through questions designed to get me to further explain something in my posts.
In all three strategies, teachers should give students adequate �wait-time.� Research has shown that teachers tend to give high achieving students more wait-time than low-achieving students. In either case, though, the wait-time is often too short. It only makes sense that, if you are going to ask students high-level, thought provoking questions and expect them the answer in depth, that you would allow them enough time to come up with such an answer. Research by Lee, O�Shea, and Dykes indicates that longer a longer wait-time can result in students making more accurate responses and being more likely to respond again. Wait-time appears to be something that teachers need to consciously make themselves aware of. I�m sure that most teachers don�t intentionally give their students short wait-time. Rather, they probably just don�t realize that they�re allowing students such little time to answer. It is just like with pauses in speeches. Many times, when inexperienced speakers are speaking (i.e. as when in a speech class), they tend to rush through the speech, forgetting to pause.
Questioning strategies can help motivate students. Redirection helps keep students �on their toes� because they know they may/will be called on during the course of the activity. When students know they may/will be called on, they are more likely to pay attention in class. Prompting can help students, especially low-achieving students, responded successfully and thus increase the likelihood that they will respond again. Since most teachers want to increase their motivation among students, it would make sense that questioning strategies would be a regular part of classroom instruction.
This chapter was very informative. I see questioning strategies as being something that will be very valuable in my classroom, but will also probably require practice to be able to do well.