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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...?"

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