The presentation should commence with a discussion based on a series of questions carefully devised by the trainer, for example: This question is a link to Module 1 and offers the opportunity for a few minutes revision of the previous module. It is important that the trainees identify the characteristics and convert them to elements by themselves. As each is identified it could be discussed in detail.
High order High inquiry What kinds of questions do teachers ask in the classroom. If teachers want to foster critical and creative thinking in the classroom, then this pattern of questioning should be changed.
Low Inquiry vs High Inquiry Questions. One way to classify questions is to determine whether they are low inquiry closed or convergent or high inquiry open or divergent.
Thse questions focus on previously learned knowledge in order to answer questions Art of questioning by the teacher which require the students to perform ONE of the following tasks: Elicit the meaning of a term.
Represent something by a word or a phrase. Supply an example of something. Make statements of issues, steps in a procedure, rules, conclusions, ideas and beliefs that have previously been made. Supply a summary or a review that was previously said or provided.
Provide a specific, predictable answer to a question. These questions focus on previously learned knowledge in order to answer questions posed by the teacher which require the students to perform ONE of the following tasks: Perform an abstract operation, usually of a mathematical nature, such as multiplying, substituting, or simplifying.
Rate some entity as to its value, dependability, importance, or sufficiency with a defense of the rating. Find similarities or differences in the qualities of two or more entities utilizing criteria defined by the student.
Make a prediction that is the result of some stated condition, state, operation, object, or substance.
Make inferences to account for the occurrence of something how or why it occurred. Low inquiry questions tend to reinforce "correct" answers, or focus on specific acceptable answers, whereas high inquiry questions stimulate a broader range of responses, and tend to stimulate high levels of thinking.
There is evidence to support the use of using both types of questions. Low inquiry questions will help sharpen students ability to recall experiences and events of science teaching. Low inquiry questions are useful if you are interested in having students focus on the details of the content of a chapter in their textbook, or a laboratory experiment.
High inquiry questions encourage a range of responses from students and tend to stimulate divergent thinking.
Figure 2 summarizes the differences between low and high inquiry questions.The Art of Effective Questioning: Asking the right question for the desired result. The Value of questions "Asking good questions is productive, positive, creative, and can get us what we want".
1 Most people believe this to be true and yet people do not ask enough good questions. Perhaps one of the reasons for this is that effective questioning requires it be combined with effective listening. Subsidiary Questions.
These are questions which combine to help us build answers to our Essential timberdesignmag.com questions spawn families of smaller questions which lead to insight.
Encourage students to observe details by asking specific and pointed questions about various works of art. Plants and Flowers lesson plans, themes, printouts, and crafts. Proper questioning has become a lost art.
The curious four-year-old asks a lot of questions — incessant streams of “Why?” and “Why not?” might sound familiar — .
In the summer of , I saw an article in the LA Weekly about a massive street art show mounting in L.A. named Life is timberdesignmag.com the outset the show seemed ambitiously cool. The ,square.