![]() ![]() ![]() This gives the student confidence in their response and will more likely give a more detailed explanation. I always, follow up a correctly answered closed question with a simple “Why?” I usually follow this the caveat “You’re right but why?”. The answers will draw on students experiences, their opinions, values and their understanding of the topic in hand. They have no specific answer but force the respondent to provide an explanation. Often, a closed question is followed up by an open question. Students should have already been taught the answer, so closed questions are used as a method of practizing recall, to check retention and uncover misconceptions that can then be challenged and addressed. “What is the change of state called that occurs when water changes from solid to a liquid”. These types of questions should be used where there is a specific answer or range of answers e.g. Used regularly, students get used to the underlying message of rhetoric questions, that the teacher is repeating something because it is important, and therefore I need to remember this. They are used to either remind students what they already know (“at the beginning of the lesson we learnt that Camels have two sets of eyebrows to help keep the sand out of their eyes, yes?”), or to emphasize an important point (“We need protein in our diet to help with growth and repair, right?”). Rhetoric questions are not used to elicit a response (although you often get an answer anyway!). While they may not serve to teach students directly, their use allows students to benefit from the following types of questions. These questions can be viewed as links that hold a lesson together. ![]() This can either by checking they are prepared (Is there any questions about the activity you are going to do?”), whether they have the necessary equipment (“Does everyone have a green pen?”) or asking them to perform an action ( “Can you get yourselves into groups please?”). Managerial questions are used to lead students into the next exercise. Used to reinforce an idea or emphasize a point.įor checking retention or to focus the thinking of the students.Īllow the teacher to promote debate and discussion. Marginal Gains in Education How to Ask the Right QuestionsĪccording to Patricia Blosser (author of How to Ask the Right Questions), there are four main categories that major types of questions fall in to: Question CategoryĮnable the teacher to keep the flow of learning moving. ![]()
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