Issue 16: Effective Questioning
Did you know?
Research shows teachers' questioning behaviors are strongly related to increases in student achievement,** and that, with coaching, teachers can alter the pattern and cognitive level of their questions.*
Performance Learning PLUS is a monthly e-newsletter by Performance Learning Systems (PLS), a comprehensive educational services company that has provided a full spectrum of programs, products, and consulting services for educators and business professionals since 1971.
This issue focuses on EFFECTIVE QUESTIONING.
Tips
Do your students ever give incorrect answers when they actually know the correct answers? Sometimes when this occurs, it is because the question itself was confusing or misleading. When you hear an incorrect answer, you can ask yourself the following four questions to find out if the problem lies in the question. Use the acronym SEEK to remember them, since you are seeking an explanation as to why students answered your question incorrectly:
- S — single question
- E — eliminate unnecessary words
- E — easily understood
- K — kind of question
(S) Did I ask a SINGLE question?
Research: Asking one question at a time is positively related to student achievement, while asking more than one question at a time has a negative relationship to achievement.**
Less Effective: "What common element is in both coal and diamonds and how are they different?"
More Effective: "What common element is in both coal and diamonds?" (Give students time to respond before asking the next question.) "How are they different?"
(E) Can I ELIMINATE unnecessary words?
Research: Questions are clearest when unnecessary words and phrases are excluded.**
Less Effective: "What do you observe, in as much detail as possible, when you apply heat to a saturated solution?"
More Effective: "What happens when you heat a saturated solution?"
(E) Did I use EASILY understood vocabulary?
Research: Questions are most easily understood when they are within the student's language level and abilities.**
Less Effective: "What is the numerical aggregate when you compute these integers?"
More Effective: "What is the sum of these two numbers?"
(K) Did I ask the KIND of question I want answered? Have I considered specifically what I'm asking for? (For example: Do I want my students to make an observation? Analyze? Compare and contrast?)
Less Effective: "Why does wood burn?"
More Effective: "What do you see when wood burns?" (an observation question)
"List the elements that must be present for wood to burn." (an analysis directive)
"Contrast the burning ability of wood with metal." (a contrasting directive)
When you want to elicit clear, correct answers, remember to SEEK out the best questioning strategy for your students.
Source: The above concepts are based on the PLS graduate course, PRIDE (Professional Refinements in Developing Effectiveness), a registered trademark of Performance Learning Systems, Inc.
References:
*Nicol, C. (1999). Learning to teach mathematics: Questioning, listening, and responding. Educational Studies in Mathematics, 37, , 45-66.
**Hunkins, F.P. (1995). Teaching thinking through effective questioning. Norwood, MA: Christopher-Gordon.
Helpful Resource
Stress Reduction and Personal Renewal
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Stress Reduction & Personal Renewal
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