Test their ability to evaluate Question Cycle Here are two solutions. Which is more appropriate and why? Courtesy of Rosie Piller Which of these is more important? Provoke them to their synthesize Before Instruction understanding. students Motivate How would you test…? Why is it important to…? Propose a way to… What might we want to…? Elicit a misconception What kinds of things can go wrong? Ask questions where a common student Help them information discover misconception will result in a particular What do we have to take into account response when we…? Exercise a skill What needs to happen when you…? How would you…? Predict: Since X causes Y, what do you What is the next step in this problem? think will happen when…? Assess or prior knowledge provoke After Instruction thinking/discussion Have students what they have learned What do you think about…? recap What steps did you go through to solve Would you/do you…? the problem? What do you think will happen if…? What are the most important things to remember? During Instruction Exit poll: What did we learn today? Test of facts knowledge Ask them to relate information to the big What are the three types of…? picture Can you define…? How does this lead into the next topic? Test of concepts comprehension Demonstrate and of success limits Which statements support…? understanding What examples can you think of? Ask questions that students have built Test of concepts applications an understanding of during the class. What would happen if…? Ask questions that go beyond what was Which of the following are X? done in class Help them what they are learning analyze Based on the symptoms, what would Rosie Piller, Making Students Think: The Art of you say is going on? Questioning. Short papers published in: Computer Training & Support Conference, 1995; ISPI What is the relationship between…? International Conferences, 1991 and 1996; ASTD National Conference on Technical & Skills Training, 1990. Related workshop description at http://www.educationexperts.net/mstworkshop.html.
Question Cycle Courtesy of Rosie Piller Before Instruction Motivate students Why is it important to…? What might we want to…? What kinds of things can go wrong? Help them discover information What do we have to take into account when we…? What needs to happen when you…? Predict: Since X causes Y, what do you think will happen when…? Assess prior knowledge or provoke thinking/discussion What do you think about…? Would you/do you…? What do you think will happen if…? During Instruction Test knowledge of facts What are the three types of…? Can you define…? Test comprehension of concepts Which statements support…? What examples can you think of? Test applications of concepts What would happen if…? Which of the following are X? Help them analyze what they are learning Based on the symptoms, what would you say is going on? What is the relationship between…? Test their ability to evaluate Here are two solutions. Which is more appropriate and why? Which of these is more important? Provoke them to synthesize their understanding. How would you test…? Propose a way to… Elicit a misconception Ask questions where a common student misconception will result in a particular response Exercise a skill How would you…? What is the next step in this problem? After Instruction Have students recap what they have learned What steps did you go through to solve the problem? What are the most important things to remember? Exit poll: What did we learn today? Ask them to relate information to the big picture How does this lead into the next topic? Demonstrate success and limits of understanding Ask questions that students have built an understanding of during the class. Ask questions that go beyond what was done in class Rosie Piller, Making Students Think: The Art of Questioning. Short papers published in: Computer Training & Support Conference, 1995; ISPI International Conferences, 1991 and 1996; ASTD National Conference on Technical & Skills Training, 1990. Related workshop description at http://www.educationexperts.net/mstworkshop.html.
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