What I can remember about my teacher asking questions in elementary school is that I did not want her to pick me to answer it. I don’t think any of my teachers ever asked questions that made us really think and dig deeper for answers. The questions that were most asked were for the right answer and if you got it wrong, it was embarrassing. Higher order questions were not what I remember being asked in school. Reading about structured questions were interesting to me, because some of the strategies I have never thought of before.
I found the information on questions based on rhetorical styles very interesting. I like each of the categories talking about questions about logic, the writer, and about emotions. By asking students questions related to these rhetorical styles it will help develop the student’s thought processes and understanding. I think using Bloom’s taxonomy will really help teachers decide what questions are on an appropriate level. These organizations of questions are really good to use in a classroom to challenge
I really like the Quilt framework because it helps the teacher consider what might happen before and after the question is asked. I think it is useful to prepare the question first, and then end the process with reflecting on questioning practice. The language we use in the classroom can affect the students’ responses and the way students think. There are five things to include in our questions that would benefit the students best. These may include noticing and naming, identity, agency, flexibility and transfer, and knowing. This chapter has really made me realize that questions are very important and need to be addressed in particular manners to best benefit the student.
“The language we use in the classroom “constitutive…it actually creates realities and invites identities.””
How do you incorporate all of these great techniques without over questioning students on one thing?
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