Types of Questioning techniques
There are multiple types of questioning techniques that can be used by teachers in the classroom. It is critical to note that the type of questioning techniques used by teachers are determined by the subject method in which they are teaching. Essentially, there is no right or wrong way to use questioning techniques, but in order to use them effectively it is necessary to match the chosen questioning technique to the subject specific method in order to achieve active learning in the classroom. For example two main types of questions teachers use are either open or closed questions. Open questions tend to evoke extended student response typically seen in subjects such as English whilst closed questions are utilised to elicit an expected responses, seen typically in science methods classes where there is only one appropriate answer. An open ended question , in this case, is more fitting for an English class as it requires more critical thinking, whilst a maths class requires more analytic thinking that is provided by a closed ended question. Therefore a teacher needs to ensure they are using the most appropriate questioning strategy to achieve a logical outcome.
In relation to open and closed questions there are two questioning process teachers utilise to gain different response. First we have the IRE questioning process, whereby the teacher initiates discussion with a question, students respond and a teacher evaluation is put forward. Then we have the QRQ process, which is similar to IRE as the teacher asks the initiation question and the students respond, but instead of an instant evaluation the teacher asks another question. This process acts as a building block for further discussion where students are the centre of learning. All questioning techniques can then be divided into either content related questions or not content related questions. Content related referring to questions that directly relate to the subject, non-content related questions referring to those that do not relate to the topic and typically take the rhetoric form for routine and management of the classroom. Not-content related questions can be used to talk to the students about their everyday, such as what they did on the weekend or holidays. These types of questions can be used to settle the students and create a relaxed working and learning environment.
Following on from this we then have two different questioning models that teachers tend to follow. The models are described bellow:
Model 1
1. Acquisition questions- are those that deal with more straightforward ideas or concepts regarding the topic and ultimately help students draw upon conclusions, judgment or evaluations, usually resulting in a ‘best answer’ response.
2. Specialisation questions- help students establish an understanding and interpretation of subject related meanings. Specialisation questions are not restricted with answers and are used to spark student discussion and debate, helping students relate patterns of knowledge to previous known information.
3. Integration questions- like specialisation questions, help students connect known knowledge to the new information presented.
Model 2:
1. Lecture-based or didactic teaching method- where the teacher presents the information to the students and very little teacher-student and student-student interaction takes place.
2. fact-based questioning style- where the teacher asks questions to elicit a factual response. This strategy contains a lot of teacher-student interaction but limited interaction among peers.
3. Thinking-based questioning technique- where students are encouraged to participate in multiple forms of discussion both with the teacher and with other students. These questions stimulate student thinking and discussion and instead of giving student’s evaluative feedback teachers typically use student’s points as a building block for further analysis.
In relation to open and closed questions there are two questioning process teachers utilise to gain different response. First we have the IRE questioning process, whereby the teacher initiates discussion with a question, students respond and a teacher evaluation is put forward. Then we have the QRQ process, which is similar to IRE as the teacher asks the initiation question and the students respond, but instead of an instant evaluation the teacher asks another question. This process acts as a building block for further discussion where students are the centre of learning. All questioning techniques can then be divided into either content related questions or not content related questions. Content related referring to questions that directly relate to the subject, non-content related questions referring to those that do not relate to the topic and typically take the rhetoric form for routine and management of the classroom. Not-content related questions can be used to talk to the students about their everyday, such as what they did on the weekend or holidays. These types of questions can be used to settle the students and create a relaxed working and learning environment.
Following on from this we then have two different questioning models that teachers tend to follow. The models are described bellow:
Model 1
1. Acquisition questions- are those that deal with more straightforward ideas or concepts regarding the topic and ultimately help students draw upon conclusions, judgment or evaluations, usually resulting in a ‘best answer’ response.
2. Specialisation questions- help students establish an understanding and interpretation of subject related meanings. Specialisation questions are not restricted with answers and are used to spark student discussion and debate, helping students relate patterns of knowledge to previous known information.
3. Integration questions- like specialisation questions, help students connect known knowledge to the new information presented.
Model 2:
1. Lecture-based or didactic teaching method- where the teacher presents the information to the students and very little teacher-student and student-student interaction takes place.
2. fact-based questioning style- where the teacher asks questions to elicit a factual response. This strategy contains a lot of teacher-student interaction but limited interaction among peers.
3. Thinking-based questioning technique- where students are encouraged to participate in multiple forms of discussion both with the teacher and with other students. These questions stimulate student thinking and discussion and instead of giving student’s evaluative feedback teachers typically use student’s points as a building block for further analysis.