Answering and Asking Questions: A Practical Guide for IDEA Users.

Autor/inn/en	Cashin, William E.; und weitere
Institution	Kansas State Univ., Manhattan. Center for Faculty Evaluation and Development in Higher Education.
Titel	Answering and Asking Questions: A Practical Guide for IDEA Users.
Quelle	(1976), (21 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Environment; Cognitive Processes; College Faculty; College Instruction; Discussion (Teaching Technique); Higher Education; Lecture Method; Questioning Techniques; Resource Materials; Teacher Effectiveness; Teaching Guides; Teaching Skills + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Cognitive process; Kognitiver Prozess; Fakultät; Hochschullehre; Hochschulbildung; Hochschulsystem; Hochschulwesen; Befragungstechnik; Fragetechnik; Quellenmaterial; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerhandbuch; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This guide is concerned with the answering and asking of questions in college-level courses. Suggestions are offered regarding questioning techniques that are appropriate for lecture classes as well as for discussion groups. Ways to help students answer their own questions are to repeat the question by paraphrasing it, redirecting the question, asking probing questions, and promoting a discussion among the students. Four additional ways of responding to students' questions are: directly answering the questions, postponing answers, discouraging inappropriate questions, and admitting your ignorance. Two aspects of questions that the instructor asks are closed-ended vs. open-ended questions, and convergent vs. divergent questions. Various cognitive or intellectual levels toward which questions may be directed are memory, translation, interpretation, application, analysis, synthesis, and evaluation. It is suggested that pauses and silence can play a useful role in both lecture and discussion classes, and that it is also desirable for the instructor to create an atmosphere where students are not afraid to ask questions for fear of embarrassment. Suggestions for creating such an atmosphere are offered. A brief annotated list of further readings is included. (SW)
Anmerkungen	Center for Faculty Evaluation and Development in Higher Education, 1627 Anderson Ave., Box 3000, Manhattan, KS 66502
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01