Enhancing Students’ Learning through Questioning Voiceover Script

7/28/2019 Enhancing Students Learning through Questioning Voiceover Script

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Enhancing Students Learning through Questioning: Voiceover Script

Slide 4

A teacher asks questions throughout the reading of a picture book to enrich the students learning experience.

How might students respond to this question?

At what level of thinking are students being asked to engage?

Slide 5

If this exchange is typical of the questions asked and responses elicited throughout the lesson:

What issues are present?

What are the implications for students learning?

What could the teacher have done differently? And for what benefit?

Slide 7

The Australian Curriculum recognises the necessity of developing students critical and creative thinking skills in striving to

achieve these goals, stating that:

Thinking that is productive, purposeful and intentional is at the centre of effective learning. By applying asequence of thinking skills, students develop an increasingly sophisticated understanding of the processes they can

employ whenever they encounter problems, unfamiliar information and new ideas. In addition, the progressive

development of knowledge about thinking and the practice of using thinking strategies can increase students

motivation for, and management of, their own learning. They become more confident and autonomous problem-

solvers and thinkers (ACARA, 2013, Introduction, para. 2).

The Early Years Learning Framework espouses a child-centred pedagogical approach to the education of early years

students which promotes the view that effective learning experiences provide students with the opportunity to develop

and actively construct their understandings (DEEWR, 2010, p. 15). This highlights the necessity for teachers to frequently

engage students in higher order thinking and support students learning through a focus on the processes of learning,

sparking a flame rather than filling the vessel, in order to facilitate such objectives (DEEWR, 2010, p. 15).

Slide 9

The well-considered implementation of appropriate strategic teaching practices, such as scaffolding, grouping,

demonstrating, providing feedback and questioning, to name a few, is paramount for the achievement of these goals and

objectives. Questioning, therefore, is one of a suite of strategies that contribute to effective teaching, but a crucial

strategy. Furthermore, ongoing self-reflective and developmental practices, such as this professional development

presentation, which allow teachers to improve and update pedagogical practices, are essential for providing students with

the educational opportunities to achieve these goals and objectives (DEEWR, 2010; Main & Bryer, 2010; QSA, 2006).

Slide11

Questioning is a key component of virtually all learning experiences. Teachers ask an enormous number of questions

throughout each day and, thus, need to be well-skilled in the art of questioning (Vogler, 2005). There is substantial

evidence that links improved questioning techniques and strategies to improved learning outcomes for students. Well-

implemented questioning strategies facilitate students development of critical, creative and higher order thinking skills

(Chin, 2004; Johnson, 1997; Shaunessy, 2000). Furthermore, how a teacher employs questioning through learning

experiences can contribute to students sense of being included in and valued as part of the class (Johnson, 1997).

Slide 12

After reading the picture book, the teacher returns to this page, which is very close to the end of the story, and invites

students to consider how one little change might alter the story.

How might students respond to this question?

At what level of thinking are students being asked to engage?


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Slide 13

How is the teaching approach used in example two different to the approach used example one?

What are the implications for students learning?

Are the stated goals of the curriculum documents being met?

Slide 14

You may have noted that the questions in example one produced lower order thinking responses from the students,

whereas the question in example two prompted higher order thinking responses and provided opportunity for discussion

and increased student participation. Furthermore, students discussions following the question in example two are likely

to include and extend from the sort of understanding derived through the questions in example one. Blooms taxonomy,

shown here in both original and revised versions, is an excellent guide for teachers to help them determine whether their

questions are aimed to stimulate higher or lower order thinking in students (Shaunessy, 2000).

Slide 15

It is essential to note that questions designed to elicit lower order thinking responses certainly have a place in teaching

and learning. However, research indicates that many teachers overemploy lower order thinking questions and that many

learning experiences are deficient in or devoid of promoting higher order thinking (Reynolds, 2009; Shaunessy, 2000).

Teachers must strive to generate an appropriate balance of higher and lower order thinking during learning experiencesin order to ensure students have opportunity to engage deeply with the subject matter and develop and practice thinking

skills which facilitate students constructions of their own understandings (Reynolds, 2009; Way, 2008). As questioning is

an ideal vehicle for maintaining this balance, it is essential that teachers develop a practical, comprehensive

understanding of the art of questioning and how to effectively apply it to real classroom situations.

Slide 17

Questioning serves a variety of purposes in the classroom. Teachers may use questions to engage students, stimulate,

assess, reinforce or guide students learning, or as an organisational tool (Johnson, 1997; Reynolds, 2009). Regardless of

the instructional or managerial goal, the questioning techniques selected and used . . . should maximise student

participation and success (Johnson, 1997, p. 45).

Slide 19

There are many different types of questions, each supporting students learning in specific ways. Unfortunately,

providing detailed explanations of them all is beyond the scope of this presentation. However, having an understanding

of the purpose of each type of question in order to know how to adeptly and successfully employ it in the classroom is a

valuable and practical resource for teachers.

Slide 20

There are two main, overarching types of questions: divergent and convergent questions. Effective teaching requires a

reasonable balance of both types of questions to facilitate a learning environment that encourages students to develop

their own understanding through the process of learning (Chin, 2004; Shaunessy, 2000; Way, 2008). A key consideration

for using open-ended questioning in the classroom is that the evaluation of students learning through this approach can

be more challenging for teachers as the degree of flexibility required by teachers in this approach extends to how

students may be assessed (Shaunessy, 2000).

Slide 22

As previously mentioned, question taxonomies, such as the widely employed Blooms taxonomies, provide a reference for

teachers when structuring questions at different cognitive levels. Furthermore, to become skilled in the art of effective

questioning, teachers can look to Blooms taxonomy to gauge their proficiency and target areas for growth as

questioners (Shaunessy, 2000, p. 15). Teachers should also encourage students, through modelling or explicit

instruction, to develop their own questioning skills in order to investigate issues of importance to them in the classroom

and beyond (Shaunessy, 2000, p. 15). Questioning models provide a framework for ensuring teachers incorporate higherorder thinking into learning experiences and, thus, can prove useful additions to a teachers repertoire of strategic

teaching approaches (Shaunessy, 2000).


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Slide 24

Being a skilful questioner requires not only an understanding of the cognitive levels of individual questions, but also an

understanding of question sequencing and patterns (Vogler, 2005, p. 99). Question sequencing comprises a series of

questions which build on each other to develop students understandings (Vogler, 2005). Researchers have identified six

patterns of sequenced questioning which teachers can utilise to facilitate students learning: Extending and Lifting

targets a series of questions at the same cognitive level before moving up to the next cognitive level; a Circular Path

follows a series of questions that return to the initial question; the Same Path or Extending pattern exploits a series of

questions at the same cognitive level; Narrow to Broad questioning moves progressively from specific, lower order to

higher order, more open questions; the Broad to Narrow or Funnelling pattern starts with specific, higher order

questions and moves toward more general, lower order questions; a Backbone of Questions with Relevant Digressions

presents a balance of higher and lower order questions relevant to a theme in any order deemed appropriate (Vogler,

2005).

Slide 27

Know the levels of thinking, as defined in question taxonomies such as Blooms Taxonomy, and how to use them to

ensure a balance of higher and lower order thinking through strategic questioning in the classroom (Chin, 2004). Know

what skills and processes you want students to engage in, so as to select appropriate questions for your purposes (Chin,

2004). Questioning is an ideal tool to facilitate effective scaffolding of students learning. Teachers should offer an arrayquestions aimed to provoke both higher and lower order thinking, as required, to support the development of students

understandings through the process of learning (Way, 2008). Plan to incorporate strategically placed questions to prompt

students learning through lessons. Such questioning can be utilised to introduce a topic, initiate activities, and link lesson

phases, and can stimulate curiosity and provide motivation for students (Chin, 2004).

Slide 28

Creating a safe, supportive, respectful classroom climate in which students are encouraged to take risks and are afforded

equal opportunity to be involved enhances the effectiveness of questioning to facilitate process-based learning and

allows the teacher to maximise student participation (Johnson, 1997; QCT, 2011; Shaunessy, 2000). Furthermore, the

close connection between questioning in the classroom and the development of students, particularly young students,

oral language skills necessitates the maximisation of students opportunities to respond through effective questioning

strategies (Winch & Holliday, 2010). Facilitating such a classroom climate may require teachers to incorporate some

managerial strategies as part of their questioning. These may include specifying, as part of the question, how students

are to answer (Johnson, 1997). For example, the teacher may prompt students to raise their hands at the beginning of a

question. Ignoring or correcting, as required, inappropriate outbursts in response to questioning may also be required to

diminish such behaviour and promote an equitable classroom climate (Johnson, 1997).

Slide 29

Carefully worded questions and responses encourage students thinking, involvement and opportunities for success.

Purposeful questioning and responses should work to support students development of new understandings (Chin,

2004). Questions aimed to allow students to build new understandings from those already acquired offer students the

greatest chance to successfully respond (Johnson, 1997). Teachers may also provide hints for students struggling to

answer questions in order to add to students likelihood of success (Johnson, 1997).

Slide 30

Research indicates that ensuring students have time, three or more seconds, to consider questions before offering

answers, particularly for questions requiring higher order thinking, increases the contribution rate of, the amount of

speculative thinking by, and the achievement levels of all students (Chin, 2004). Additionally, increased opportunities to

respond and successfully answer contribute to making the utilisation of wait time a critical questioning strategy (Johnson,

1997). Redirecting questions involves asking a number of students to respond to a single question (Johnson, 1997). This

increases student involvement and provides opportunity for teachers to assess several students understanding very

quickly. A choral response is a group response in unison to a particular question (Johnson, 1997). This may beimplemented as a way of assuring maximum participation with limited risk for students. The provision of feedback is a

significant feature of effective teaching and learning. The use of positive feedback and praise provides opportunities for


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teachers to encourage student participation and influence and manage classroom behaviour and for students to monitor

and assess their learning (Johnson, 1997).

Slide 31

Intentional teaching is deliberate, purposeful and thoughtful. Educators who engage in intentional teaching recognise

that learning occurs in social contexts and that interactions and conversations are vitally important for learning. They

actively promote childrens learning through worthwhile and challenging experiences and interactions that foster high-

level thinking skills. They use strategies such as modelling and demonstrating, open questioning, speculating, explaining,

engaging in shared thinking and problem solving to extend childrens thinking and learning (DEEWR, 2009, p. 15).

Slide 33

When students are encouraged to arrive at their understandings through their engagement in the process of learning,

they develop their abilities to connect with and relate to subject matter at a deeper level (Shaunessy, 2000). When

incorporating questioning into learning experiences, teachers must be cognisant of what skills and processes they want

students to exercise and what goals they aim to achieve (Chin, 2004; Shaunessy, 2000). Understanding and employing

effective questioning throughout learning experiences can be challenging and requires practice and patience for both

teachers and students (Way, 2008). Thus, teachers need to explicitly model questioning skills and processes for

inexperienced and, particularly, younger students in order to provide a framework for their development in this area(Beaty, 2010; Way, 2008). The more experience and practice afforded to students, the more fruitful and valid their

learning experiences will be for the development of their understandings. Furthermore, the more proficient students

become with using and responding to process-based skills, such as questioning, the easier it is for teachers to fully engage

students with newer material (Way, 2008). Ultimately, the fears teachers may have that process-based learning, with its

emphasis on incorporating divergent and higher order questioning, can be overly time-consuming, more difficult to plan

for and guide, and a challenge to assess are easily overshadowed by the educative potential of facilitating the

development of students abilities to engage in process-based learning.


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Enhancing Students’ Learning through Questioning Voiceover Script