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Effective Classroom Questioning Strategies

Chapter 5 discusses the various purposes of questioning in the classroom, including stimulating student engagement and assessing understanding. It differentiates between types of questions such as genuine vs. display and open-ended vs. closed-ended, highlighting their roles in promoting critical thinking. The chapter also examines characteristics of effective teacher questions and the benefits of group work, emphasizing learner autonomy and motivation.

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Thảo Thanh
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5 views2 pages

Effective Classroom Questioning Strategies

Chapter 5 discusses the various purposes of questioning in the classroom, including stimulating student engagement and assessing understanding. It differentiates between types of questions such as genuine vs. display and open-ended vs. closed-ended, highlighting their roles in promoting critical thinking. The chapter also examines characteristics of effective teacher questions and the benefits of group work, emphasizing learner autonomy and motivation.

Uploaded by

Thảo Thanh
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Chapter 5: CLASSROOM INTERACTION

1. Teachers' purposes of using questions in the classroom


- To provide a model for language or thinking
- To find out something from students ( e.g. facts, ideas, opinions)
- To check or test understanding, knowledge and skill
- To get students to be active in their learning
- To direct attention, or to provide a “warm-up”, to the topic wich is about to be studied
- To inform the class through students answers rather than through the teacher’s input
- To provide weaker students with an opportunity to participate
- To stimulate thinking ( logical, critical or imaginative )
- To probe more deeply into issues
- To get students to relate personally to an issue
- To get students to review and practice previously-taught material
- To encourage self-expression
2. "genuine questions' & "display questions", 'closed-ended questions" & open-ended
questions', lower-order' questions & 'higher-order' questions
- “Genuine questions” are authentic communication
- “Display questions” are used to simple check if the students know the answer/get
students to demonstrate what they know
- Close-ended questions ussually have short responses and are useful for quick check of
knowledge or comprehension, or for testing
- Open-ended questions require multiple responses => good for situations where you
want to get lots of practice of a particular language point, or of fluent speech or writing
lead to more student activation; & elicit more interesting responses.
- Lower-order thinking is simply recall or basic factual information
- Higher-order thinking involves deeper understanding, application, analysis, criticism,
evaluation.
3. Characteristics of effective teacher questions (clarity, interest, accessibility, level of
answer, learning value, teacher reaction)
1. Clarity: do the students immediately understand not only what the question means, but
also what kind of an answer is required ? often it can help a lot if the teacher provides a
sample acceptable answer or two first to give a model.
2. Insert: do the students find the question interesting, challenging, stimulating ?
3. Accessibility : can most of the students at least try to answer it, or only the more
advanced, confident and knowledgeable ones?
4. Level of answer: are the answer demanded within the level of the students, both
cognitively and linguistically?
5. Learning value: does the question lead to, or effectively check, learning?
6. Teacher reation: are the students sure that the feedback to their responses will be
respectful, that they will not be put down or ridiculed if they say something
inappropriate?
4. Advantages and problems of using group work in the English classroom
o Learner autonomy ( not directly controlled by the teacher, make their own choices about
how they do the group/ pair tasks )
o Learner motivation
o Collaborative tasks/ activities ( students’ contribution to tasks )
o Chance for practicing oral fluency
o more speaking time for learners

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