Questioning as a Teaching Tool. The Media Systems Series in Creative Teaching.

Autor/in	Thompson, Carolyn
Institution	Kentucky Univ., Lexington. Coll. of Allied Health Professions.; Media Systems Corp., New York, NY.
Titel	Questioning as a Teaching Tool. The Media Systems Series in Creative Teaching.
Quelle	(1979), (53 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lernender; Community Colleges; Creative Teaching; Learning Modules; Learning Theories; Lesson Plans; Nontraditional Students; Questioning Techniques; Teacher Education; Teacher Effectiveness; Teacher Improvement; Teaching Methods; Two Year Colleges + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Community college; Community College; Creative thinking; Teaching; Kreatives Denken; Unterricht; Learning module; Lernmodul; Learning theory; Lerntheorie; Lesson planning; Unterrichtsplanung; Befragungstechnik; Fragetechnik; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This two-part learning module was designed to help instructors in making effective use of questioning techniques in promoting the classroom involvement of non-traditional students. Part I identifies the characteristics and uses of three different types of questions: (1) convergent, eliciting questions, which are designed to verify student retention of factual information; (2) divergent, eliciting questions, which are designed to allow a variety of answers and which require the student to defend a position or develop a hypothesis; and (3) probing questions, which are designed to follow up on initial student responses by probing for the correct answer or seeking an extension, clarification, or justification of a student's response. Included in this section is a discussion of the relative merits of three intellectual levels of questioning: the knowledge level, which requires the student to rely upon memory for recalling facts; the application level, which requires the student to apply previously learned information to specific examples; and the problem-solving level, which requires the student to develop appropriate alternatives to new situations. Part II presents a series of exercises to help instructors apply the concepts of questioning techniques to the construction of questions for classroom use. A pre-test and several post-tests are provided. (JP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC