STUDENT QUESTIONS
• Make it easy for students to ask questions
• Ask other students to answer
• Make time for questions
• Wait for students to formulate answers (count to 10!)
• Have students formulate questions prior to class
TEACHER QUESTIONS
• Plan some questions as you prepare
• Ask clear, specific questions
• Use vocabulary students can understand
• Ask questions in an evenly-paced, easily identifiable order
• Ask questions from all levels of Bloom's Taxonomy of Educational Objectives
• Use questions to help students connect important concepts
• Use questions to give you feedback
• Allow sufficient time for students to answer
• Rephrase questions
Make it easy for students to ask questions:
a. Let students know the first day that you want and expect questions. Instead of asking, “Do you have any questions?” ask students, “What questions do you have?”
b. Solicit questions by asking:
- "What aspects of this material are unclear?"
- "What does this situation remind you of?"
- "Can you add some examples to mine to clarify this material?"
Avoid These Throw-away Questions:
a. Do you understand? (Students will say yes.)
b. Is that clear? (Again, students will say yes.)
_____________________________________________________________________
Dr. Benjamin Bloom’s Taxonomy of
Learning
Knowledge - Identification and
recall of information
Who, what, when, where, how, describe, list
Comprehension - Organization
and selection of facts and ideas
Retell (in your own words)
What is the main idea of _____
Application - Use of facts,
rules, principles
How is _____ an example of
_____
How is _____ related to
_____
Analysis - Separation of a
whole into component parts
What are the parts of features of _____
Classify _____ according to _____
Outline/diagram/web
How does _____compare/contrast with _____
What evidence can you present for _____
Evaluation - Development of
opinions, judgments or decisions
Do you agree or disagree and why
What do you think about _____
What is the most important____ and why
Prioritize _____ according to _____
How would you decide about _____
What
criteria would you use to assess _____
Synthesis - Combination of
ideas to form a new whole
What
would you predict/infer from _____
How
would you create/design a new _____
What
might happen if you combined _____ with _____
What
solutions would you suggest for _____
What if
_____
What
could I substitute for _____
How
could I adapt?
How
could I modify?
How
could I put to other uses?
What if
I eliminated a part?
What if
I reversed or rearranged?
_______________________________________________________________
Contractions
|
cannot = can’t
He can’t come
to the phone right now.
|
he is = he’s
He’s my best
friend.
|
|
do not = don’t
I don’t care
who pays for lunch.
|
should not =
shouldn’t
She shouldn’t
be playing video games all day.
|
|
I would = I’d
I’d like to
have a word with you.
|
I had =I’d
If I’d had
more money, I would have given it to you.
|
|
You are =
you’re
You’re the
cream in my coffee.
Notice that your is a different word than you’re. YOUR means something that
belongs to you. YOU’RE means you are. Give your and you’re the
same type of test you give its and
it’s.
|
Were not =
weren’t
You weren’t
kidding when you said you drive fast.
|
|
We have =
we’ve
We’ve been
down in the dumps for so long.
|
It is = it’s
It’s time to
take a break.
Notice the
difference between it’s and its.
On my
birthday, it’s my dream to climb
Mt. Everest. Its sides are snowy
and steep.
|
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