To provide a framework for analysing classroom questions
Aim
To provide a framework for analysing classroom questions.
See how many uses of classroom questions you can spot in your school.
Purposes of psycho‑social questions:
to encourage shy members to integrate by participating (e.g.: "Jan, you've got a dog too, haven't you?")
to show interest in and value for group members (e.g.: "You had a good idea, Norita. Will you tell us?")
to develop respect for each other’s views (e.g.: "What do you think you would have done?")
to assert control (e.g.: "Wayne, what are you up to?")
to implement routines and procedures (e.g.: "Ahmed, what did I tell you to do next?")
Purposes of pedagogical questions:
1. Closed questions (low level cognitive demand)
to recall information ‑ for testing, consideration or feedback (e.g.: "Where is Ethiopia?")
to give an on‑the‑spot solution (application of known rule to new variables) (e.g.: "What is 28 divided by 4?")
to encourage analysis ‑ by describing, comparing or classifying ‑ (e.g.: "What's the difference between...?")
2. Open questions (high level cognitive demand)
to explore information and ideas with no set 'answer' (reasoning/interpreting, hypothesising/speculating, imagining/inventing) (e.g.: "How do you think the hero would feel if...?")
to encourage synthesis of information and ideas by focusing on contradictions, discrepancies, different sources of evidence (e.g.: "What do you think really happened.....?")
to encourage evaluations, decision‑making, and judgements (e.g.: "Would it be fair if...?")
to encourage the transfer of ideas and application of knowledge (e.g.: "How is what we've found out useful...?"
