CHARACTERISTICS OF EFFECTIVE GRADE-LEVEL. Focuses on effective collaboration and how it can frame the way. Effective grade-level teacher.
Questions can do more than measure what students know. Appropriately challenging, engaging, and effective questions stimulate peer discussion and encourage students to explore and refine their understanding of key concepts. Why ask questions? • Questions can help diagnose student understanding of material. • Questions are a way of engaging with students to keep their attention and to reinforce their participation. • Questions are a way to review, restate, emphasize, and/or summarize what is important. • Questions can be used to stimulate discussion and creative and critical thinking, and to determine how students are thinking.
Afudos Engineering Edition Meaning. • Questions can help students retain material by putting into words otherwise unarticulated thoughts. What types of questions are there? • Interrogative questions or 'solicitations' that require a direct response. • Rhetorical questions that stimulate thinking without requiring a direct response. • Low risk questions that have no right or wrong answer. Examples include asking for students' opinions about something, or simply asking what comes into their heads when you introduce an idea or concept.
These types of questions are most effective in initiating discussion. What are effective questions? • Effective questions are meaningful and understandable to students. • Depending on the level of comprehension of a topic, students may be able to handle questions of various levels of difficultly.
Effective questions challenge students but are not too difficult. • Students benefit from answering easier questions before difficult ones. • Cashin (1995) lists question structures and how they determine the way the students can respond: • Closed-ended questions such as those requiring a Yes/No response, or one answer from a few possible options (multiple choice) may be useful for quickly checking comprehension. • Open-ended questions that probe and elicit expanded thinking and processing of information are useful for involving students in deeper learning. • Convergent questions have one acceptable right answer; students are required to regurgitate a certain response based on conventional wisdom.
• Divergent questions have multiple possible answers and encourage students to be creative or express insight. If working in groups, students have the opportunity to learn from a variety of perspectives. Some examples of ineffective questions: • Too vague. Students are unsure of what is being asked and may refrain from attempting to answer. Photokey 6 Pro Free Download Mac. • Too loaded. Students may guess at what you want them to say rather than tell you what they think.
• 'Does everyone understand?' 'Any other questions?' Most students will not reply and even if they do, their answer is only a report of their own assessment of their comprehension. Systematically is the best way to gauge student progress through the use of Classroom Assessment Techniques. • Yes/No questions or other closed-ended questions can be useful for drawing on previous knowledge to get started on a new topic, but are dead ends for discussions and deeper engagement. How can you design effective questions? • Determine the key concept you want students to learn.
Refer to to review levels of learning. • Put the question through the following filters: • Does this question draw out and work with pre-existing understandings that students bring with them? Manual Of Christian Reformed Church Government Forms.
• Does this question raise the visibility of the key concepts the students are learning? • Will this question stimulate peer discussion?
• Is it clear what the question is about? • When planning for a class, develop question strategies. Examples include: an explanation strategy that ask students to explain the cause of an event or why a given situation or condition has arisen. These usually begin with 'Why' (open-ended question). Another strategy is an analytical question that asks students to compare and contrast situations, cases, ideas, people, or objects. A third strategy focuses on explaining how to do something. In this case, make sure it is something that has been covered in class, the readings, or lies within the students’ range of experiences.