This is an outline of Section 2 in the book: How Can We Create Thinkers by Marylou Dantonio
Readings on Talent Development in Questioning
Most questions asked by teachers are factual. Gall(1984) "About 60% recall facts, 20%require students to think, 20% are procedural."
Mangano and Benton (1984) cite four hypothesis about effective questioning practices:
"Effective questioning behaviors tend to focus on depth rather than breadth of responses; effective questioning is explicit and precise rather than vague; effective questioning is cohesive; effective questioners clarify misconceptions following an incorrect response (p.119)."
Other reviews discussed the important ways in which a teacher phrases a question, allows for wait time and increase students understanding by using probing questions.
Probing questions are essential to developing higher-order thinking through: "Seeking further clarification, increasing student critical awareness, refocusing the student's response and allows further prompting."
The use of probing questions, follow-up questions along with following a sequence of well-designed questions are essential to "develop and refine thinking skills."
Listening to a child's response is critical to developing a purposeful questioning sequence.
Teachers have different ways of determining thought levels: Bloom's Taxonomy, Ashner-Gallagher's Questioning System, Taba's Instructional Systems and Hyman's Classified Questions.
Teachers need to monitor the questions they ask and the response they receive from students. Many teachers ask higher-level question but the student responses are lower-level responses.
I found this chapter to be very informative. It is important to ask the right questions and also be perceptive to the student response. I am looking forward to using this book to develop better questioning techniques. I also like that this book gives a format to follow which is important for teachers. Having a blueprint to follow gives me a clear path.
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